Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/19648/17/17...APPENDICES A. List of Experts B....

APPENDICES

A. List of Experts

B. Learning Package in Biology based on Metacognitive Process

(Malayalam Version)

C. Learning Package in Biology based on Metacognitive Process (English

Version)

D. Metacognitive Skills Assessment Scale – Draft form (Malayalam version)

E. Metacognitive Skills Assessment Scale - Draft form (English version)

F. Metacognitive Skills Assessment Scale - 65 items with their calculated ‘t’

values

G. Metacognitive Awareness Inventory - Shraw and Dennison

H. Metacognitive Skills Assessment Scale - Final form (Malayalam version)

I. Metacognitive Skills Assessment Scale - Final form (English version)

J. Achievement Test in Biology - Draft form (Malayalam Version)

K. Achievement Test in Biology - Draft form (English Version)

L. Scoring key of the Achievement Test in Biology- Draft form

M. Difficulty Index and Discriminating Power of the Test items of the Draft

form of the Achievement Test

N. Achievement Test in Biology - Final form (Malayalam Version)

O. Achievement Test in Biology - Final form (English Version)

P. Scoring key of the Achievement Test in Biology - Final form

Q. Science Interest Inventory (Malayalam Version)

R. Science Interest Inventory (English Version)

S. Scale of Attitude towards Science (Malayalam Version)

T. Scale of Attitude towards Science (English Version)

Appendix –A

LIST OF EXPERTS

Dr. Exemmal. J.

Prof & Head (Rtd)

Dept. of Education

University of Kerala

Dr. K. Karunakaran

Former Director

Dept. of Adult and Continuing Edn.

& Extension Services

University of Calicut

Dr. Subha P. V.

HSA, Govt HSS, Konni

Pathanamthitta

Mini Mathai

Associate Professor

S.A.M College of Edn.

Ernakulam

Dr. C. P. Tara

Former Head of the Dept.

Dept of Botany

St. Teresa’s College, Ernakulam

Dr. Lizzy Mathew

Associate Professor

Dept of Botany


Dr. Alphonsa Vijaya Joseph

Associate Professor

Dept of Botany


P. C. Chacko

Former Principal

Panangad HSS

Ernakulam

Appendix -B

LEARNING PACKAGE IN BIOLOGY BASED ON METACOGNITIVE

PROCESS FOR SECONDARY SCHOOL STUDENTS

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PLANNING & MONITORING

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� ni{vcnM keH8i ErKeHfu8uk.ni{vcnM keH8i ErKeHfu8uk.ni{vcnM keH8i ErKeHfu8uk.ni{vcnM keH8i ErKeHfu8uk.

STRATEGY FORMULATION, ORGANISING INFORMATION,

MONITORING

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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

• 38rM 4Suti 38rM 4Suti 38rM 4Suti 38rM 4Suti Ena6u9u.Ena6u9u.Ena6u9u.Ena6u9u.

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kU7iEyajiHi6u9u..kU7iEyajiHi6u9u..kU7iEyajiHi6u9u..kU7iEyajiHi6u9u..

EhyEhyEhyEhy\\\\ vijyvijyvijyvijy\\\\, jIve˙ nilni}Hin, jIve˙ nilni}Hin, jIve˙ nilni}Hin, jIve˙ nilni}Hin\\\\ cil 1jIvIyGfkNLuM cil 1jIvIyGfkNLuM cil 1jIvIyGfkNLuM cil 1jIvIyGfkNLuM

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TESTING AND REPAIRING

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� pFn`p`kiy tiric/Riyu9u.pFn`p`kiy tiric/Riyu9u.pFn`p`kiy tiric/Riyu9u.pFn`p`kiy tiric/Riyu9u.

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� kuRiHkuRiHkuRiHkuRiH\\\\ ty/aRa6u9u.ty/aRa6u9u.ty/aRa6u9u.ty/aRa6u9u.

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prisr8prisr8prisr8prisr8\\\\ni9uM `xvYE8yuM 3O{jE8yuM ni9uM `xvYE8yuM 3O{jE8yuM ni9uM `xvYE8yuM 3O{jE8yuM ni9uM `xvYE8yuM 3O{jE8yuM sVIkric/sVIkric/sVIkric/sVIkric/\\\\ viviX jIvl=zNLayi viviX jIvl=zNLayi viviX jIvl=zNLayi viviX jIvl=zNLayi `pkfiHi6uvanu`pkfiHi6uvanu`pkfiHi6uvanu`pkfiHi6uvanu---- kSivazkSivazkSivazkSivaz\\\\ jIv[. jIv[. jIv[. jIv[.

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AXarM.AXarM.AXarM.AXarM.

jIve˙ l=zNELa ?jIve˙ l=zNELa ?jIve˙ l=zNELa ?jIve˙ l=zNELa ?

Summarise

� jIve˙ Avi{BavM 1eejviksMyuk\tNLuef `pti`pv{8nmay ras

prizam8ilUefyaz\.

� jIv[ nilni}6u9tinaXarmayi EkawNLi} nf6u9 `pv{8nNLaz\

3papcy`pv{8nN].

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� jIv}`pv{8nN]6avwYmay 3O{j\j8ie˙ 3Rvifmaz\ sUrY[.

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Questions to evaluate the attainment of content

1. BUmiyi} jIv[ Avi{Bvic/etNen?

2. rasprizamM 49aelÆ\?

3. 3papcy`pv{8nN] 49aelÆ\?

4. jIve˙ nilni}Hin\ 1jIviy GfkN] vhi6u9 pe[Æ\?

5. jIve˙ muKY 1fyaLemÆ\?

jIvjIvjIvjIv}`pv{8nN]6avwYmay }`pv{8nN]6avwYmay }`pv{8nN]6avwYmay }`pv{8nN]6avwYmay 3O{j3O{j3O{j3O{j\\\\j8ie˙ 3Rvifmazj8ie˙ 3Rvifmazj8ie˙ 3Rvifmazj8ie˙ 3Rvifmaz\\\\

sUrY[.sUrY[.sUrY[.sUrY[.

Self evaluation questions to check the attainment of metacognitive skills

1. jIve˙ Avi{BavM 49 paFBagM pFi6uva[ 4fu8smyM...............................

2. AwyN] `ghi6uva[ 1vlMbic/ ma{]N] 5etl|aM?

3. AwyN] `ghi6uva[ 3pEyageHfu8iy pFnsam`gik] 5etl|aM?

4. `pw\nprihar8inayi 3pEyageHfu8iy ma{]N]Ö GfkN]

..................................................................................................................................................

5. vs\tutk] 4`tma`tM `ghi6uva[ saXic/u ?

6. vs\tutk] `ghi6uva[ paFBagM 4`tBagM vayi6ukyuHayi.????

LEARNING PACKAGE IN BIOLOGY BASED ON METACOGNITIVE

PROCESS FOR SECONDARY SCHOOL STUDENTS

Prepared by: Padma Priya P V

Guided by

Dr. Celine Pereira

Associate Professor

School of Pedagogical Sciences

MahathmaGandhi University, Kottayam

2012

Appendix –CS

LEARNING PACKAGE IN BIOLOGY BASED ON

METACOGNITIVE PROCESS FOR SECONDARY SCHOOL

STUDENTS

Since the main objective of the study is the preparation of a Learning Package based

on Metacognitive Process, the prepared package is described in the following pages.

Contents

Blocks Units

\

� Life - The miracle of the Green Earth.

� Photosynthesis and green plants

� Phases of photosynthesis

� Products of Photosynthesis

� Importance of plants conservation

� What are nutrients ?

� Digestive system

� Digestion - Mechanical

� Digestion – Chemical

� Nutrition in other organisms

Block I - Sign of life

Block II- The chemical

changes of food

This booklet contains Learning Package based on Metacognitive process for

the students of standard IX , for the preparation of the package the Investigator

selected some important topics from standard IX Biology syllabus. The information

to be learned is divided into two main blocks. Each block is further divided into units.

Each Block contains 5 Units. All units have similar design. Each unit contains main

concepts and appropriate learning objectives. These objectives in each units will give

you an idea about what new behaviour will be acquired by the completion of that unit.

Hope you will be benefited by this package. “wish you all the best”.

BLOCK I ------ SIGN OF LIFE

∗ Life - The miracle of the Green Earth

∗ Photosynthesis and green plants

∗ Phases of photosynthesis

∗ Products of Photosynthesis

∗ Importance of plants conservation

UNITS

UNIT I - LIFE - THE MIRACLE OF THE GREEN EARTH

General Introduction

The green earth is the most beautiful among the planets because of the

diversity and liveliness of its organisms. The infinite universe with its billions of

constantly revolving celestial bodies, of these celestial bodies our little earth is unique

due to the presence of life. Life originated on earth as a result of chemical evolution

that lasted over crores of years. On the primitive earth thunderstorms, ultraviolet rays

and volcanic eruptions yielded energy. Using this energy gases such as hydrogen,

methane, ammonia and water vapour present in the atmosphere of the primitive earth

reacted to form organic compounds. The earth cooled down leading to heavy rains

which resulted in the formation of oceans. The dissolved organic compounds of the

ocean constantly reacted resulting the formation of the first cell. From this the

different kinds of organism evolved. They obtained energy and matter from the

environment to carry out essential life activities like respiration, growth and response

to stimuli and reproduction. Organisms which used energy and matter and produced

food themselves became autotrophs. The heterotrophs depended on autotrophs for

their food. The new adaptations and variations suitable for life activities resulted in

variability among organisms - the biodiversity which made the green earth more

beautiful.

The existence of life depends on abiotic factors like sunlight, air, soil, obtain

matter and energy forms from the environment and utilise the same for life activities.

Inside each cell, constructive and breakdown process takes place. Constructive

process like photosynthesis and protien synthesis are known as anabolic activities,

break down of nutrients known as catabolic activities . Anabolism and Catabolism

together constitute metabolism which is considered as the chief sign of life.

Key concepts

∗ Autotrophs

∗ Heterotrophs

∗ Anabolic activity

∗ Catabolic activity

∗ Inorganic and organic compounds

Objectives

∗ To understand the origin of life on earth

∗ To get an idea about the uniqueness of earth due to the

presence of life

∗ To develop knowledge about Autotrophs and

Heterotrophs

∗ To understand the concepts like anabolic and catabolic

activities

∗ To develop skills of observation and experimentation

∗ To develop abstract thinking, critical thinking

∗ To develop inductive and deductive thinking

∗ To develop interest and attitude towards the

conservation of diversity of earth.

∗ To develop and practice metacognitive skills like task

analyses, planning, monitoring, evaluation etc.

Rahul and Vijay are observing the space through a telescope.

Rahul, wow, how

beautiful the sky is!

full of bright stars.

Did you notice the cartoon

in our biology text? It says

that, among all celestial

bodies our earth is

beautiful.

observing the space through a telescope.

wow, how

beautiful the sky is! It is

full of bright stars.

Yes, billions of celestial bodies

notice the cartoon

in our biology text? It says

among all celestial

bodies our earth is the most

beautiful.

Do you know why earth is

so beautiful?

Yes, billions of celestial bodies

Do you know why earth is

so beautiful?

How did life originate

on earth?

Oh, this chapter seems to be very

big. How can we complete this?

Presence of life makes earth

different from other planets.

I don’t know. Come

let us study that.

We shall prepare a time table

and study.

Let us study the introduction

part named sign of life first.

I prefer group discussion.

Oh it’s difficult for me to

study this in a single sitting

stretch.

Are you studying this by

writing?

No, I used to study by preparing

notes.

Planning and Orientation

� Selecting suitable study strategy

� Allotting time for study

� Collecting study materials

Observing the cartoon in the text book...

The green earth is the

most beautiful among

the planets because of

the diversity and

liveliness of its

organisms.


Selecting suitable study strategy

Allotting time for study

Collecting study materials

Observing the cartoon in the text book...

How beautiful the

sky is with its

billions

moving celestial

Hari neither prefers writing nor

discussion. He used to read silently in his

mind and study.

What makes our green earth

special from other planets?

How beautiful the

sky is with its

billions of ever

moving celestial

bodies!

s writing nor group

to read silently in his

What makes our green earth

special from other planets?

On reading the text book, it is found that, presence of life and wide varieties of

creatures makes our planet earth special.

Allotting time for reading and understanding the study material named “LIFE- THE

MIRACLE ON GREEN EARTH” provided by teacher.

On the primitive earth thunderstorms, ultraviolet rays and volcanic eruptions yielded

energy. Using this energy gases such as hydrogen, methane, ammonia and water

vapour present in the atmosphere of the primitive earth reacted to form organic

compounds. The earth cooled down leading to heavy rains which resulted in the

formation of oceans. The dissolved organic compounds of the ocean constantly

reacted resulting the formation of the first cell. From this the different kinds of

organisms evolved. They obtained energy and matter from the environment to carry

out essential life activities like respiration, growth and response to stimuli and

reproduction. Organisms which used energy and matter and produced food

themselves became autotrophs. The heterotrophs depended on autotrophs for their

food. The new adaptations and variations suitable for life activities resulted in

variability among organisms - the biodiversity which made the green earth more

beautiful.

You will get the answer after reading

the chapter

Why are you reading so loudly?

I can only grasp by reading it

silently in my mind

Questions

� How did life originate on earth?

� What are the factors that help to sustain life on earth?

� What is life?

� Find out the answer from study material

� Prepare notes

If we prepare notes while reading,

it was easy to get the answers

Cells are formed from inorganic

compounds

From inorganic

compounds! How?

Life originated on earth as a result of

chemical evolution that lasted over

crores of years.

Planning & Monitoring

Deciding suitable learning strategies, like Reading, Self questioning, Note making,

List out, Diagraming, Assignment, to acquire more knowledge about chemical

evolution.

General instructions to the learner

♣ The points and facts specified in the chapter should only be included in the

study strategy

♣ Note down the name of the library book referred

♣ Find and note down the definitions

Strategy formulation, Organising Information, Monitoring

♣ Ideas should be added one by one

♣ Analyzing the answers.

♣ The study strategy prepared for problem solving should be evaluated and

checked whether it was apt.

What do you mean by chemical

evolution?

For finding answer to the above

question more study material is

required.

Write answers to the question given in the science book

How life originated on earth?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

What happened to these

compounds later?

Name the gases which played an

important role in the origin of

life.

The first cell originated from these

compounds and life originated from these

cells.

H2, CH4, ammonia, water vapours etc

reacted to form organic compounds.

• Writing answers

• Teacher gives necessary assistance to arrange the facts in a systematic

order.

Hi Vijay, for the existence of life on

earth certain inorganic compounds

too play an important role.

We studied that in our 8th

std, components

which do not possess life is called

inorganic compounds.

Yes it’s true, for sustaining life

we need sunlight, air and water.

What do you mean

by inorganic

compounds?

Testing and Repairing

• Recognize the problems involved in understanding the facts

• Evaluating the study strategy

• Utilizing study materials for finding answers

• Making notes

Yes you are right, there is a need of

analyzing the ideas once again

Life is the ability of an organism

to obtain matters and energy

forms from environment and

utilize the same for life activities.

Answer to the question “what is life?”

seems to be tough

Once again study the chapter,

understand the facts, prepare

notes. You will get the answer.

Summarise

∗ Metabolism is the life process in cells for sustaining life

∗ Anabolism and Catabolism together constitute metabolism which is

considered as the chief sign of life

∗ The Sun is the ultimate source of energy for all life processes

Connecting the ideas one by one and analyzing it carefully

Questions to evaluate the attainment of the content

1. How did life originate on earth?

2. What is chemical reaction?

3. What do you mean by metabolism?

4. What is the role of inorganic compounds in sustaining life?

5. Name the major sign of life.

The metabolism occurring in

cells is the chief sign of life

Life originated due to chemical

reactions of inorganic

compounds

Self evaluation questions to check the attainment of metacognitive skills

1. How much time did I take to study the chapter “The sign of life”?

2. Which are the learning strategies adopted to grasp ideas?

3. What are the learning materials referred to, for studying this lesson?

4. Methods adopted for problem solving………….

5. Write the extent to which I was able to understand the ideas.

6. How many times did I read the chapter so as to understand it?

UNIT II - PHOTOSYNTHESIS AND GREEN PLANTS

General Introduction

Energy is required for the continuity of life activities. The ultimate source of

energy in the biosphere is sunlight. Plants absorb solar energy and prepare food by

photosynthesis. Food is prepared in chloroplast using sunlight. Leaves are the kitchen

of the biosphere. Food is prepared in chloroplasts using sunlight. Chloroplasts are

seen in the plant cells, especially in the cells of leaves. A pigment called chlorophyll

present in the chloroplast helps to absorb sunlight. There are different types of

chlorophyll such as chlorophyll a, chlorophyll b, and so on. Chlorophyll a is bluish

green while chlorophyll b is yellowish green in colour. Besides chlorophyll, there are

other pigments also which give colour to leaves. Yellow coloured xanthophyll and

yellowish orange coloured carotene are the other pigments, have the ability to absorb

sunlight. But chlorophyll a alone can take part directly in photosynthesis. The other

pigments are called accessory pigments. The accessory pigments absorb sunlight and

transfer their energy to chlorophyll a . Chlorophyll a and chlorophyll b absorb mainly

the blue and red rays of the visible light. Since the green light is not absorbed at all, it

is reflected making the leaves appear green.

The other raw materials for photosynthesis are co2 and water from the soil, enters the

root through osmosis, then with the help of xylem vessels it reaches leaves. Co2 enters

through specialized opening called stomata.

Key concepts

• Chloroplast

• Chlorophyll pigments

• Accessory pigments

• Stomata

• Complex tissues

• Osmosis

Objectives

• To get knowledge about various plant pigments, and their role in

photosynthesis

• To understand the structure of chloroplast, various plant pigments,

their colours and functions.

• Pupil applies the already understood knowledge in explaining why the

leaves appear green in colour.

• To identify the complex tissues, and their functions.

• To develop skills of observation, discussion and critical thinking.

• To develop skill of creativity.

• To classify various plant pigments, based on their structure, colour and

functions.

• To analyse the importance of osmosis in daily life

• To develop and practice Metacognitive Skills like planning,

monitoring and evaluation

Chandini and Pooja are preparing for tomorrows class test.

Pooja, we finished studying

about the origin of life.

But what is the source of energy in

biosphere?

The Sun is the main source of

energy.

Yes, now we can study how

solar energy is converted into

chemical energy.

Oh, we are going to

study about

photosynthesis


Keeping ready the study materials mentioned below (Teacher distributes

appropriate Learning Materials)

• Text book

• Chart which shows the structure of a leaf

• Picture showing the structure of a leaf

• Model of chloroplast

• Different types of leaves

Planning

� Allotting enough time for study

� Arranging study materials

� Selecting suitable study strategy according to each one’s cognitive

structure.

Structure of Leaf (L.S)

Structure of a Leaf

What are the study materials

required for this chapter?

* Analyzing the facts

* Comparing the facts

* Remembering ideas

* Reaching to answers

Where do plants

prepare food?

For understanding this we don’t

want to read the text book. Just

think and visualize the ideas in mind

Food is prepared in the

leaves, that we have studied

earlier. Cells are the

building blocks of all living

organism.

Why are leaves

considered as the kitchen

of biosphere?

Checking previous knowledge

Why do leaves appear green in colour?

Self evaluating the answers

Carefully observing the different types

of leaves provided by the teacher

Due to the presence of

chlorophyll they are green in

colour.

Yes, chlorophyll is the colouring

agent which provides green

colour to leaves

There are leaves which have

other colours too! What is

the reason for this change in

colour?

Oh, we may get the

answer from our text.

So let us read it.

♣ Allotting enough time for reading text book and understanding facts.

Finding answers to the following questions

• Where is chlorophyll present in leaves?

• Name the different types of chlorophyll pigments?

• Which are the colouring agents other than chlorophyll which gives colour

to leaves?

• What do you mean by accessory pigments?

Observing the picture of leaf shown in the text book, comparing it with the chart

showing the structure of leaf.

Reading

• Once again reading textbook

• Finding correct answers

Chloroplast is present in plant

cells especially in cells of leaves.

A pigment called chlorophyll present

in the chloroplast helps to absorb

sunlight. Chlorophyll is present in

cells of the leaves. Chloroplast present

in chlorophyll is the colouring agent

which helps to absorb sunlight in

photosynthesis.

The question is not about

chlorophyll; where is chloroplast

present in plants?

There are different types of

chlorophyll named chlorophyll-a,

chlorophyll-b

Observing leaves with different colours

Discussing the possibilities by interlinking

with ideas from text book

♣ Drawing diagram by referring to the chart showing the structure of leaf.

Marking the parts.

Chlorophyll-a is bluish green in colour

Xanthophyll and Carotene are

the other pigments which can

absorb sunlight.

chlorophyll-b is yellowish-

green. Preparing notes while

reading makes study easy.

• Find out answers from study material

• Note down the ideas one by one

• Self evaluation of answers

Carotenoids are also called as Accessory Pigments. This is because of their specific

functioning as accessory constituents in photosynthetic plants. Carotenoids trap the

radiant solar energy and transfer it to the chlorophyll ‘a’ in the reaction centre.

Besides this, they also act as “ SHIELD PIGMENTS as they are located over the

chlorophylls thus protecting them from photo oxidation and photo-bleaching.

Xanthophylls

Xanthophylls are the typical yellow pigments of leaves. These are oxygenated

carotenoids that are synthesized within the plastids. Xanthophylls do not require light

for synthesis, so that xanthophylls are synthesized within the plastids. Xanthophylls

are present in all young leaves as well as in petiolated leaves.

Xanthophylls in leaves have an important function as accessory pigments, capturing

certain wavelengths of sunlight not absorbed by chlorophylls, and thereby increasing

overall absorption of the visible spectrum of sunlight.

Then, what are the

functions of

Xanthophylls and

Carotene?

But only chlorophyll is able to

take part in photosynthesis

directly.

Xanthophyll and Carotene

are known as accessory

pigments

accessory pigments absorb

sunlight and transfer it to

chlorophyll-a

Chlorophyll a has bluish green

colour, then why leaves appear

to be green in colour.

Yes, you are right. We read that

green colour is due to presence of

chlorophyll, but chlorophyll b is

bluish green in colour. So how

could we solve this problem?

Understanding the problem

• Preparing the study strategy for solving the problem

• Referring to study material

• Finding answers and coding ideas

Checking whether the adopted learning strategy was appropriate for solving

problem.

Reading out answers.

Observing the structure of chlorophyll.

Noting down the facts.

Drawing diagram.

Labelling its parts and answering the following questions.

Chloroplast a and b absorb blue

and red colour from the spectrum

of light. But it reflects back green

colour. So it appears to be green

in colour.

Where is chlorophyll present in leaves?

1. Name the part where sunlight is being absorbed

2. Compare the given model with figure shown in the text book.

♣ Finding out answers

♣ Marking various parts

♣ Self evaluating the answers

What is the significance of chlorophyll in photosynthesis?

Understanding the question

According to the instructions, writing the answers

• Why are leaves called as kitchen of biosphere?

• Name the pigment which gives green colour to leaves.

• Describe the significance of accessory pigments

• Name the major parts of chlorophyll

Observing picture of big tree

Is chlorophyll the only component

required for photosynthesis?

Name the other raw materials

which help in photosynthesis.

Oh, that we had studied in our

8th

std portion. Co2 and water

are also required.

If food is prepared in leaves, then

how does the water reach the leaf

for photosynthesis?

Observing the picture in the textbook and comparing it with

the working model.

For understanding this, let us do an experiment.

Xylem

For knowing more about Complex tissues text book is not enough, more study

materials are required.

• Planning suitable learning strategies to get more knowledge about

complex tissues.

� Assignments

� Discussion

� Questioning

� Note making

� Referring to library materials provided by the teacher

� Diagramming

Xylem is one of the two types of transport tissue in vascular plants.(Phloem is the

other). The word xylem is derived from the Classical Greek word meaning wood;the

best-unknown xylem tissue is wood, though it is found throughout the plant. Its basic

function is to transport water, but it also transports some nutrients through the

plant. The Xylem transports water and soluble mineral nutrients from the roots

throughout the plant. It is also used to restore water lost during transportation and

photosynthesis. Xylem sap consists mainly of water and inorganic ions, although it

can contain a number of organic chemicals as well. This transport is not powered.

By referring the reading material recognizes that through xylem vessels water

reaches the leaves

Observing the Peperomia

plant dipped in red ink and

it goes up through root.

♣ Self evaluating previous knowledge.

Observe the structure of leaf

Locate the position of stomata

- Draw the diagram of stomata and label its parts

- Consolidating main facts and completing the following flow chart.

Water reaches the

shoot by osmosis.

How does water

travel to root hair?

How does CO2 present in

the atmosphere reach

leaves?

Summarise

♣ Raw materials required for photosynthesis

♣ Structure of leaf

♣ Significance of chlorophyll

♣ Different types of chlorophyll

♣ Structure of chlorophyll

♣ Accessory pigments

♣ Osmosis

♣ Significance of xylem

♣ Function of stomata

Atmosphere CO2

Soil Water

Leaves

Through stomata CO2

reaches leaf

Linking ideas and facts

Answering it in mind

Preparing notes

Self questioning

Drawing structure of leaf & stomata

Explaining study method

Correcting mistakes


1. Name the factors responsible for photosynthesis

2. Name the different types of chlorophyll

3. What is the significance of accessory pigments?

4. Define osmosis

5. Explain xylem tissues.

6. Sketch the diagram of chlorophyll

7. Name the parts in the figure given below

Self evaluation questions to evaluate the attainment of metacognitive skills

1. Write the time taken to study the chapter ‘Photosynthesis and Plants’.

2. Which are the different study strategies adopted for grasping ideas?

3. What are the study materials used?

4. Which are the methods used for solving problems?

5. Time taken to read the text book, and the extent of understanding the chapter

UNIT III - PHASES OF PHOTOSYNTHESIS

General introduction

There are two phases in photosynthesis: - The phase which requires

sunlight (Light Reaction) & the phase which does not requires sunlight (Dark

Reaction) . There are two major processes in the light reaction, which takes place in

the grana of the chloroplast. It is in this phase that light energy is converted to

chemical energy contained in Adenosine Triphosphate (ATP) molecule. In this phase

water is also broken down into hydrogen and oxygen utilizing light energy. The ATP

and hydrogen that are produced in the light reaction are utilized for the synthesis of

starch in the next phase namely the dark reaction Oxygen is released in the light

reaction.

The dark reaction take place in the stroma of the chloroplast. The chemical

reactions that take place in this phase do not require light. The Hydrogen atoms that

are released by the break down of water molecules during the light reaction combines

with the carbon atoms from carbon dioxide molecules for the synthesis of glucose by

plants in the dark reaction.

Key concepts

• Light reaction

• Dark reaction

Objectives

• To get knowledge about the phases of photosynthesis

• To develops understanding about the concept

• To apply the already understood knowledge in relevant situations

• To develops skills in explaining and observing

• To develops interest and components of creativity

• To develops interest and positive attitude in performing experiments

• To plan and modify learning activities individually

• To develops and practice Metacognitive skills like Planning,

Monitoring, Evaluation, Problem solving and Critical thinking ability

Appu and Devan were enemies. One day they became close friends. You know

how?One day their biology teacher gave them an assignment. The topic was

photosynthesis, Appu knew it but Devan had no idea about photosynthesis. Appu

helped Devan in doing his assignment , let us see how he helped?

Devan, do you know the factors

which aid in photosynthesis?

Co2, water, chlorophyll

and sunlight.

Firstly, write the definition of

photosynthesis

♣ Photosynthesis- noting down the definition and raw materials in the science

book.

Let us now study the phases

involved in photosynthesis. So.

arrange the study material for the

purpose.

In the presence of sunlight, plant

produces food with the help of

water, CO2 and chlorophyll. It is

known as photosynthesis.

Planning, Orientation

� Planning the suitable study strategy.

� approximating the time

� Arranging text book, library books, study materials.

Teacher providing appropriate Learning materials.

QUESTIONS

1. Name the part which absorbs solar energy.

2. How does CO2 present in atmosphere reach the plant body?

3. What helps plants to absorb water from soil?

Let us read the chapter first, and

answer the questions given below

for testing the previous knowledge.

We can use different

methods for studying this

chapter. You can select an

appropriate method.

Reading text book

� Noting down answers

� Trying to find answer individually

Sketching the structure of chlorophyll. Marking its parts.

Comparing it with text book.

Teacher is supplying the study material on the structure and functions of

chlorophyll

Where do we find

more chlorophylls?

Study materials

will help us to

find answers.

Do you remember the

structure of

chlorophyll?

Understanding facts by observing the figure. Making notes

� Comparative study is done.

� Consolidating ideas.

Chlorophyll is found

more in grana of

chloroplast.

Deva , now compare your notes

with text book.

Observing the study material

showing Light reaction. Noting

down in book.

LIGHT REACTION

• Light phase is the reaction which occurs in the presence of sunlight

• Occurs in grana

• Light energy is converted into ATP

• Water is split into H2 and O2

• Releasing oxygen

If we arrange an experimental set up as shown in fig., the point will be more

clear.

How is oxygen released?

Materials required : listing by observing the diagram

1. Beaker

2. Funnel

3. Test tube

4. Water plant

5. Water

Reading the study material.

For conducting the

experiment properly,

record each phase of

experiment and the

materials needed for

that.

Why is the shoot area

of the plant cut as chisel

shaped?

The answer is there in the

study material.

Experimenting in different situations

A. in a room with little light

B. under direct sunlight in the yard

Repeating the experiment.

Noting the result.

Oh , it is done to

increase the surface

area.

What was the change in two

conditions? Was it the same?

At the time of experiment, if

we noted the result , it was

easy to find answer for the

above question.

In the presence of sunlight

photosynthesis occurs and

oxygen is released.

How can we identify

the released air as

oxygen?

We have studied that oxygen

aids in burning, right?

Release of air was more

under direct sunlight and

release of air was low

under low light condition.

What do we

understand from

this?

Experiment showing oxygen release is analysed

� Writing the phases involved

� Drawing the picture

� Analyzing the experimental method

Time is given to read and understand the second phase i.e. dark phase.

• The series of reactions which catalyze the reduction of CO2 to carbohydrate

takes place in the stroma of chloroplast.

• These reactions are independent of light. This is called dark reaction.

• The H2 atoms that are related by the break down of water molecules during

light reaction combines with carbon atoms from CO2 molecules for the

synthesis of glucose by plants in the dark reaction.

So , for identifying the air just

light a match stick and hold it

against the mouth of the test

tube. What happens?

Questions

♣ Mark the area where dark phase occur in the figure given below.

♣ Products formed by dark phase.

♣ Speciality of photosynthetic process in dark phase. Is it decomposition /

Synthesis?

� On the basis of reading the study material, writing down the answers

� Recognizes the time taken to find the answers

� Analyzing the answers

Writing the chemical formula of

glucose

6CO2 + H2 C6 H12 O6

During photosynthesis H2

atoms joins with carbon atom

of CO2 to form glucose

Phase

Photosynthesis Location Types of

reaction

Products Necessity

of light

Light reaction Grana Decomposition ATP, H2O Light is

necessary

Dark reaction Storma Synthesis Glucose Light is not

necessary

Filling the table

Checking the answers

Summarise

1. Photosynthesis is divided into two phases, dark and light phase

2. Light phase occurs in the grana of chloroplast

3. In light phase light energy is converted into ATP.

4. Water is divided into H2 and O2

5. Dark reaction occurs in stroma

6. In dark phase H2 from water and carbon from CO2 are clubbed to form

glucose.

Deva, if you have

understood the portions

correctly you can easily

fill the tables.

Evaluating the study strategies.

Linking ideas and noting down the steps of each phase of photosynthesis.


1.What are the different phase s of photosynthesis?

2.Explain the importance of xylem tissues in photosynthesis.

3.How does co2 present in atmosphere reache the plant body?

Self evaluation questions to evaluate the attainment of metacognitive skills

1. Write the time taken to study the chapter ‘Phases of Photosynthesis’.


3. What are the Study materials used?


5. Time taken to read the text book, and the extent of understanding the

chapter

UNIT IV - PRODUCTS OF PHOTOSYNTHESIS


Glucose is the product of photosynthesis. The energy required by the plants

for their life activities is obtained from glucose molecules. Since glucose is highly

soluble in water it cannot be stored as such in the plant. Therefore plants convert the

glucose into starch and store in their tissues. From glucose through metabolic

activities carbohydrates, proteins, lipids etc are formed. Certain bacteria which are

autotrophs like plants. A pigment similar to chlorophyll is seen in them, this is known

as bacteriochlorophyll. This pigment absorbs the infra-red rays of the sun in order to

synthesise food. Organisms that depend on autotrophs for their food are known as

hetrotrophs. All animals including man are hetrotrophs.

Key concepts

• Glucose

• Bacteriochlorophyll

• Photosynthetic bacteria

• Chemosynthetic bacteria

Objectives

• To get knowledge about various concepts.

• To understand and classify various products of photosynthesis

• To identify Autotrophs and Hetrotrophs

• To develop skills of observation and experimentation

• To develop abstract thinking

• To develop various process skills

• To develop interest and scientific attitude

• To develop and practice various Metacognitive Skills

• To plan and evaluate appropriate self learning strategies.

Ashwin and Megha was about to start an experiment.

Their biology teacher was helping them with necessary instructions.

Checking the previous knowledge

These green plants

do all things for us,

don’t they?

Plants make their own food, the

process is termed as photosynthesis.

Let us visualize the process .

Carbohydrates are formed

from photosynthesis

We are now going to test its

presence.

Yes, they give us food and

oxygen. Still we destroy them!

1. Leaf

2. Hot water

3. Ethanol

4. Iodine solution

Arranging materials, noting experimental phases

Experimental phases

1. The leaf is dipped in hot water

2. Take it and dip it in ethanol kept in a vessel

3. Keep this vessel in hot water.

4. Take out the leaf and pour iodine solution onto it.

Let us arrange the

materials required

for the test.

Let us find what

materials are required

for the test from study

material.

• Asking questions to oneself

• Analyzing ideas

• Teacher instructs the student to think critically, how the variations in

factors responsible for photosynthesis, affect the process.

Experimenting according to the phases

Observing the colour change

Did you take the leaf

which grows in large

amount of sunlight? Why? What is

the need of

that?

Why does leaf

appear blue in

colour?

� Finding out answers from study material

� Each phase is recorded in the book

For understanding facts, conduct

the experiment once again.

1. Name the product produced by photosynthesis.

2. What are the nutrients formed from glucose through metabolism?

Reading text book carefully.

Recording the answers.

Starch present in leaves

react with iodine solution

and appear blue.

After reading the text

book let us find out

the answers

Photosynthesis

Glucose

Note prepared with the heading “Plant products” and noted down

Starch

Tubers

Proteins

Pulses

Lipids

Seeds, Oil seeds

Fructose

Fruits

Sucrose

Sugarcane

Metabolism

What is the difference

between autotrophs and

heterotrophs?

Observing the flow chart in text book.

o Writing answers individually

o Making notes

Making notes about the topic ‘Nutrition in bacteria’ by referring text book.

∗ Time is provided for studying the chapter clearly.

∗ Making notes individually.

Autotrophs make their own

food and hetrotrophs depend

on plants for their food.

Autotrophic bacteria?

Do they possess

chlorophyll in them?

Bacteria have a pigment

similar to chlorophyll in

them. It is named as

bacteria chlorophyll.

Then how do they absorb

solar energy?

These types of

bacteria absorb

infra red rays from

sunlight.

Why do we call

them autotrophic

bacteria?

Both autotrophic and

heterotrophic bacterium are

present

For finding the answer we

need to refer to more library

books.

Teacher is distributing reading materials, regarding Autotrophic bacteria.

Autotrophic bacteria can produce their own food. ("Auto" means "self" and

"troph" means "nourishment.") Five common types of autotrophic bacteria are

cyanobacteria, green sulfur bacteria, purple bacteria, methanogens and halophiles.

Autotrophic bacterium

is termed as

photosynthetic

bacterium

Some bacteria can

synthesise food without the

help of sunlight, they are

known as chemosynthetic

autotrophic bacteria.


1. Name the product of photosynthesis______________

2. Chemical formula of glucose__________________

3. Name the nutritional compounds formed from glucose.

1. _____________

2. ___________

3. ___________

4. ___________

5. ___________

Then what is the source of

energy for them?

If the chapter is clear, you can easily

answer the questions given below.

They use the inorganic

compounds for energy

production.

4. Difference between Autotrophs and Heterotrophs.

5. How many autotrophic bacteria are there? List them.

6. Photosynthetic bacteria use_______________ rays from sunlight.

Questions to evaluate the attainment of metacognitive skills

1. Write the time taken to study the chapter ‘Products of Photosynthesis’?





UNIT V - IMPORTANCE OF PLANT CONSERVATION


Biodiversity" is the full complexity and variety of life, at all scales, from

genetic diversity, up to species and even ecosystem diversity. So, we use the term

"biodiversity conservation" to refer to attempts to conserve any parts of this natural

diversity. Plant diversity is a major part of total biodiversity - just think of the richness

of tropical rain forests - it forms the basis of all food webs, and underpins the

functioning of all ecosystems. So, plant conservation is an essential component of

efforts for biodiversity conservation. As plants are at the risk of extinction, in all parts

of the world, their conservation is a priority.

Plants are the backbone of life on Earth. Today, however, plant communities

around the world are under threat. Scientists estimate that at least 100,000 plants are

threatened with extinction--that's more than one-third the total known species of

plants on the planet

The main threats to plants today are habitat destruction, invasive species, and

overcollection. The loss of a plant species can have devastating effects on ecosystems

as a whole, as other species lose their sources of food and shelter. Additionally, plants

play a crucial role in stabilising soils and help prevent erosion.While the situation is

critical, efforts are underway around the globe to halt the loss of plant diversity.

Key concepts

∗ Biodiversity conservation

∗ Deforestation

∗ Soil erosion

Objectives

∗ To understand the importance of plant conservation, the complexity

and importance of plant interrelatedness of environmental

conservation.

∗ To develop critical thinking and generate potential solutions to

environmental issues.

∗ To understand the need for conservation of nature and natural

resources.

∗ To develop and utilize the knowledge and skills necessary for

conservation of plants and other resources.

∗ To develop interest and positive attitude towards nature.

∗ To get an idea about the importance of plants in the conservation of

soil and water resources.

∗ To develop scientific attitude to participate in various environment

conservation programmes.

∗ To get an awareness about the significant contribution of plants in

determining weather conditions according to the diversity of biosphere.

∗ To develop various process skills like communication, prediction,

experimentation, evaluation, inferring etc through individualized and

group activities.

∗ To practise various Metacognitive and Problem solving skills.

Athira and Ammu were talking about the seminar conducted by school in

relation with Vanamahotsav.

Ammu, you know

how much, we depend

on plants for food and

air.

But we destroy them

for our needs.

Including human beings all

creatures are heterogeneous

Yes, by photosynthesis

plants prepare food and

release oxygen.

So if we destroy them,

our existence will be

impossible on earth.

We have to conduct a

seminar on the topic

“Plants to preserve life

and man to preserve

For that let us prepare a

report including all

important points.

Lets us discuss the points to be included

in the seminar.

Arrange study materials required, allot

time required for study.

Food is prepared in

plants by photosynthesis.

The glucose formed by

photosynthesis is converted into

starch, lipids and proteins.

Yes, that we have

already studied.

Heterogeneous creatures

including humans depend on

plants for their food.

During photosynthesis water is

converted to H2and O2. But

oxygen is released in

photosynthesis.

So, plants supply us

food and air to

breathe.

Is this the only function of

plants?

No, more functions of

plants are there in the

study material provided

by our teacher.

If we read the study

notes, it is easy to get

answers.

Reading study note, Grasping ideas, Allotting time for study

Year 2010: An end goal for biodiversity conservation “Let us stop Extinction”

The year 2010 is declared as the international year of biodiversity. The theme of this

years World environment day was ‘ Many species one planet, one future’. This theme

reflects the important task of saving and conserving the different forms of life on

earth. Plants play a very important role in maintaining climatic conditions. Global

warming and ozone layer depletion happen due to deforestation and that results in

climatic changes.

Noting down the answers in science book

Analyzes the functions of plants.

Plants influence

our weather.

Plants help in

preventing soil

erosion.

“How can we protect plants?”

Below listed are just some ways, we can all contribute to the preservation of plant

life. Each one can create their own ways and methods to do the same more effectively.

Ultimately, it is for us or for our children.

1. Stop cutting down trees; Stop deforestation

2. Start planting trees or rather any types of plants; Encourage afforestation

3. Follow the principle Of “ use, reuse and recycle” to get the optimum benefit

from the products

4. Pollution Control

5. Banning and controlling the activities adversely affecting animals and plants

6. Open National Parks and Wildlife Sanctuaries

7. Start Botanical Gardens for conserving rare and endangered plant species

8. Avoid buying products which are made out of the remains of the rare species

9. Volunteer for Non-profit organizations working on this behalf and take part in

it. Also donate funds (if possible) for their cause.

It becomes our

responsibility to protect

plants which serve our

planet.

Yes, existence of life

depends on plants.

Reading study notes

Tabulating data

Note making

Checking whether answers are correct.

We can correct ourselves if we discuss among our groups.

• Prevent deforestation

• Promote afforestation

• Planting trees

• Protecting rare species.

∗ Analyzing the answers.

∗ Checking whether the study methods used were suitable.

∗ Implementing new techniques

∗ Allotting time for strategy formulation.

Awareness classes should

be conducted on the topic

“protection of plants”

Writing seminar report individually…

Questions to evaluate the attainment of content.

• Why are plants called the producers of earth?

• Explain the significance of photosynthesis

• What are the bi products of photosynthesis?

• Name the main functions of plants

• What are the steps to be adopted to protect plants?

• Name the study methods used for preparing the seminar on the topic

Yes, ignorance is the

main cause of

destroying plants

Let us add the facts

according to the phases of

seminar

Questions to evaluate the attainment of Metacognitive skills

1. Write the problems faced during the preparation of the seminar

2. Methods adopted for problem solving.

3. Time taken for problem solving.

4. Is there any change made in the study strategy?

BLOCK II – CHEMICAL CHANGES OF FOOD

∗ What are nutrients ?

∗ Digestive system

∗ Digestion - Mechanical

∗ Digestion - Chemical

∗ Nutrition in other

organisms

UNITS

UNIT I - WHAT ARE NUTRIENTS ?


We consider food as substances that contain nutrients that are essential for the

smooth functioning of life activities. Mainly 6 components should be present in our

diet (a) Carbohydrate (b) Protein (c) Lipid (d) Vitamins (e) Minerals (f) Water.

CARBOHYDRATE

Carbohydrate is a chemical compound of carbon, hydrogen and oxygen

combined in a particular ratio. Carbohydrate is the main source of energy for the

functioning and growth of the body. Rice, other cereals, tubers, fruits etc., are the

main source of carbohydrates . Carbohydrates are stored in food items mainly in the

form of polysaccharides (substances that contain more than ten glucose molecules)

such as starch, cellulose, glycogen etc.

PROTEIN

Proteins are formed by the combination of simple units called amino acids.

There are about 20 amino acids seen in proteins. Proteins are mainly used for the

building up of body tissues. Pulses, fish, meat, milk etc., are the main sources of

proteins.

LIPIDS

Lipids are formed by the combination of the elements carbon, hydrogen and

oxygen. The main sources of lipid are oil, ghee and butter. Lipids are mainly used for

the production of energy.

VITAMINS

Vitamins are organic compounds. They act as factors that regulate and

promote life activities. Based on their solubility, the vitamins are classified into two

groups- fat soluble and water soluble. A,D,E and K are fat soluble vitamins. B

Complex vitamins and C are the water soluble ones.

MINERALS

Like vitamins, minerals are also nutrients that promote and regulate life

activities.

WATER

Water is an important inorganic factor in the body. About 70% of the weight

of the human body is water. The water taken in separately or along with food and

water formed in the tissues due to metabolic activities are the main sources of water in

the human body.

Key concepts

∗ Nutrients –

• Carbohydrate

• Protein

• Lipid

• Vitamins

• Minerals

• Water

∗ Balanced Diet

Objectives

∗ To get knowledge about different types of nutrients, their sources and

functions.

∗ To apply the learned concept to make aware the public regarding the adverse

effects of fast food.

∗ To analyse the importance and significance of traditional food and to involve

in activities to make aware the public

∗ To develop various process skills like observation, prediction, inferring,

experimentation , discussion, classifying etc.

∗ To develop critical and problem solving abilities.

∗ To develop abstract thinking.

∗ To select appropriate learning strategies according to their cognitive structure.

∗ To develop and practice various Metacognitive skills.

Nikhil and Swathy are talking about the student who fainted during the school

assembly.

Swathy, today it is very

hot, did you see

Abhishek fainting?

The Sun is not only the

reason, he came to school

with out having breakfast.

Hi ! Nikhil, did you see the

cartoon in our Biology text

from the chapter ‘Chemical

Changes in Food’

Yes, I remember , it’s

a conversation

between a crop and a

farmer

Shall we study that

chapter?

Let us see that cartoon

What is the reason

for different opinion

between the farmer

and the crop?

Observing the cartoon

we study that

What is the reason

for different opinion

between the farmer

and the crop?

Before that, let us examine our

previous knowledge about plants.

Yes I remember, in the last chapter

we studied that sun is the source of

energy for our planet.

Since plants make their own food,

they are called autotrophs. But why

are animals not able to make their

own food?

Then how do animals get

their food?

Animals depend on

plants for their food.

Food cycle

The energy produced by plants

through photosynthesis is

transferred to animals when they

consume it.

Yes, energy is transferred

through food chain.

How animals use the food

that plants prepare!

through photosynthesis.

Select suitable study methods form the list below:

• Group discussion

• Reading

• Tabulation

• Explanation and discussion

• Preparing notes

• Repeated reading

• Asking questions

Let us see whether the

answer to this question

is there in the text book.

The text book alone is not enough,

more study materials are

required.

Yes, firstly we should

select the suitable study

material and plan a good

study method.

The chemical energy in plants produced by photosynthesis is transferred to animals by

the process of food cycle.

Yes, energy is transferred through food chain.

• Finding answers from study material.

• Discussing answers and correcting it

Checking the study notes

Preparing notes after reading.

• For energy

• They use food to perform different types of life process

Summarise

• Digestive system consist of the alimentary canal, a tube that extends from

mouth to the rectum.

• Plants make their own food through photosynthesis- Autotrophs

Here the question is, how

animals utilize the energy that

they get by consuming plants.

• Animal depend on plants for their food- Heterotrophs.

• Energy is transferred through food chain.


1. Analyze the significance of photosynthesis

2. Why plants are called autotrophs and animals as hetrotrophs

3. In what ways do animals use the food produced by plants.


1. Write the time taken to study the chapter ‘Chemical Changes of Food’?





UNIT II - DIGESTIVE SYSTEM


The human digestive system is a complex series of organs and glands that processes

food. In order to use the food we eat, our body has to break the food down into

smaller molecules that it can process; it also has to excrete waste.

Most of the digestive organs (like the stomach and intestines) are tube-like and

contain the food as it makes its way through the body. The digestive system is

essentially a long, twisting tube that runs from the mouth to the anus, plus a few other

organs (like the liver and pancreas) that produce or store digestive chemicals.

The digestive system consists primarily of the alimentary canal, a tube that extends

from the mouth to the rectum. As food moves through this canal, it is ground and

mixed with various digestive juices. Most of these juices contain digestive enzymes,

chemicals that speed up reactions involved in the breakdown of food. The stomach

and the small intestines, which are parts of the alimentary canal, each produce a

digestive juice. Other digestive juices enter the alimentary canal from the salivary

glands, gall bladder, and pancreas. These organs are also part of the digestive system.

Key concepts

∗ Parts of digestive system

Objectives

∗ To get knowledge about the different parts of digestive system

∗ To apply the already understood knowledge in relevant situations

∗ Pupil develops interest in recognizing the complimentarity of structure and

function of different organs involved in digestive system

∗ Pupil analyses the significance of each parts of the digestive system to its

function

∗ To develop interest in discussion, reading and list out

∗ To develop various skills like observing, experimenting, inferring, prediction,

classifying etc.

∗ To develop and practise Metacognitive skills

The students are ready to have their lunch. Let us listen to Ammu & Malu.

Hi! today you have rice

and dal for lunch. I have

brought chappathi and

chicken.

Come, let us share

and have lunch.

Why do we eat

different types of food?

In order to get different

types of nutrition we

include variety food in

our diet

What are the different

types of nutrition?

We have studied earlier that, for

energy production and body

building it is important to include

varieties of food items with lots of

nutrients.

Which are these

nutrients?

Let us list various

nutrients in our

science book

Let us discuss

that after our

lunch.

Individually writing the answer.

Fill up the table given below.

Food item Major nutrients

Rice

Dal curry

Ghee

Fish curry

Avial

Completing the table individually

Let us individually

write and check

whether we remember

the points we studied

earlier.

Carbohydrates, Lipids,

Minerals, Protein,

Vitamins, are the

nutrients.

Learning strategies.

• Repeated reading of text book

• Analyzing

• Note making

• Collecting information

• Tabulation

• Discussion

• Questioning session

How does our body use

these nutrients for

different purposes?

If we analyze the

notes in the text book

we will reach the

answer.

Selecting appropriate learning strategy.

Allotting time required for studying.

By analyzing reading materials making notes on source, function and

components of nutrients.

We consider food as substances that contain nutrients that are essential for the

smooth functioning of life activities. Mainly 6 components should be present in our

diet 1) Carbohydrate 2)Protein 3) Lipid 4) Vitamins 5) Minerals 6) Water

CARBOHYDRATE- Carbohydrate is a chemical compound of carbon, hydrogen and

oxygen combined in a particular ratio. Carbohydrate is the main source of energy for

the functioning and growth of the body. Rice, other cereals, tubes, fruits etc., are the

main source of carbohydrates . Carbohydrates are stored in food items mainly in the

What are nutrients? What

are they for?

Which are the different

nutrients should be included

in our diet? Name them.

form of polysaccharides (substances that contain more in the ten glucose molecules)

such as starch, cellulose, glycogen etc.

PROTEIN- Proteins are formed by the combination of simple units called amino

acids. There are about 20 amino acids seen in proteins. Proteins are mainly used for

the building up of body tissues. Pulses, fish, meat, milk etc., are the main sources of

proteins.

LIPIDS- Lipids are formed by the combination of the elements carbon, hydrogen and

oxygen. The main sources of lipid are oil, ghee and butter. Lipids are manly used for

the production of energy.

VITAMINS-Vitamins are organic compounds. They act as factors that regulate and

promote life activities. Based on their solubility, the vitamins are classified into two

groups- fat soluble and water soluble. A,D,E and K are fat soluble vitamins. B

Complex vitamins and C are the water soluble ones.

MINERALS- Like vitamins, minerals are also nutrients that promote and regulate life

activities.

WATER- Water is an important inorganic factor in the body. About 70% of the weight

of the human body is water. The water taken in separately or along with food and

water formed in the tissues due to metabolic activities are the main sources of water

in the human body.

Carbohydrates, Lipids,

Minerals, Protein, Vitamins and

Water are the six components

which should be included in our

diet.

Nutrients Source Function Components

Carbohydrate

Proteins

Lipids

Minerals

Vitamins

Water

Read the study materials carefully and complete the table.

♣ After each step check whether the points are correct

o Writing answers individually

o Checking answers by referring to the notes

o Analyzing the clarity in understanding.

o Checking whether the study strategy adopted was suitable.

Let us now read the

explanation given in the

study material and make

notes accordingly.

For making notes there are some

instructions. Note should be made

on the basis of its source, function,

components.

Preparing notes on types of nutrition, their function, components and their

source.

Selecting suitable study strategy

Adopting problem solving techniques individually.

Evaluating whether problem solving was done properly,

Summarise

∗ Nutrients are essential for the smooth functioning of life activities.

∗ Carbohydrate, Proteins, Lipids, Vitamins, Minerals, Water etc are the main

nutrients.

∗ Balanced diet.

So, food should include all these

components in correct amount

and proportion.

The diet which includes

Carbohydrates, Lipids, Minerals,

Protein, Vitamins and Water in

correct amount and proportion is

termed as balanced diet.


1. The main components present in Carbohydrates.

2. In what forms it is stored in our body.

3. Name the food items in which it is stored as disaccharides.

4. What are the components of protein?

5. What are the functions of protein?

6. How many types of amino acids are present in proteins?

7. What are the functions of lipids?

8. Why lipids are considered as ___________________food.

9. Name the components present in lipids.

10. Vitamins are __________________ compounds.

11. Vitamins are divided into ___________________ and

____________________

12. Name the fat soluble vitamins.

13. Name the water soluble vitamins.

14. What are the functions of vitamins and minerals?

15. Name the different types of minerals.


1. Write the time taken to study the chapter ‘Digestive System’.




5. Time taken to read the text book, and the extend of understanding the chapter

UNIT III - DIGESTION-MECHANICAL


Mechanical digestion happens in the mouth with the help of the saliva, teeth and

tongue. It is the actual break down of food into smaller bits. This makes food easier to

digest. The chemical content of the food is extracted during the process.

There are 2 kinds of mechanical digestion:

1. Mastication –the chewing of food using the teeth. The food is broken down to

smaller pieces and enables the chemicals in saliva to be released. These

chemicals make digestion quicker and easier.

2. Peristalsis - consecutive contractions of muscles found in the alimentary canal.

This enables the food particles to mix with enzymes and gastric juices.

Mechanical digestion is done by the, teeth, saliva and tongue. Now let us try to see the

role that each has to play:

Saliva. The water found inside the mouth that contains ptyalin. This softens food and

makes food easier to break down into pieces.

Teeth. They are used to crush, grind, slice, compress and cut chunks of food we take

in.

Tongue. It is where we come to know how the food that we eat tastes. It is a flexible

muscle that helps to move food particles in the teeth. It also helps dislocate food

particles in between the teeth. After the food has been ground in the mouth, the

tongue helps push it down the throat. After the food has been processed in the mouth,

it is being swallowed. It passes the esophagus and goes all the way down to the

stomach. In the stomach the churning and grinding of the masticated food takes place

once the food has been ingested by us, the brain signals the salivary gland to produce

saliva in the mouth that will soften up the food and help it to pass smoothly down the

throat. The saliva that is produced by the salivary glands is mostly made up of water

and it also contains a special substance called pytalin which is an enzyme that helps to

break down food. The teeth also helps to speed up the process of mechanical digestion

by breaking down solid food into smaller pieces so that the saliva is able to soften the

pieces. The tongue also aids the digestion process by shifting the food around the

mouth enabling the teeth to grind the food. It also assists in the act of swallowing the

food and the tongue also dislocates food particles that get inside the teeth cavities.

Key concepts

∗ Different types of Teeth

∗ Structure of Teeth

∗ Salivary Glands

∗ Peristaltic movements

Objectives

1. To understand different key concepts like teeth, structure of teeth, salivary

gland, peristalsis and digestion occurs in mouth.

2. To apply the already learned concepts in relevant situations.

3. To analyse the importance of personal cleanliness and hygiene.

4. To evaluate the complimentarity of structure and function of different types of

teeth.

5. To identify different types of salivary glands and locate their positions.

6. To develop different types of thinking skills like inductive, deductive and

abstract reasoning.

7. To develop critical thinking and problem solving ability.

8. To develop and practise Metacognitive skills.

Yes, we studied about

different types of nutrients

and its functions, and how

it becomes useful to our

body.

Yeah, I would like to

know, what happens

to the food that we

eat.

Earlier we studied about

the structure of digestive

path.

Malu, what nutrients

are there in food that

we consume!

♣ For checking the previous knowledge, label the diagram given below.

Yes, let us try to remember the

parts in digestive system.

Food passes through the alimentary

canal i.e. mouth, pharynx,

oesophagus, stomach, small

intestine, large intestine, rectum

♣ Time is given to read the study materials.

♣ Providing instructions

♣ Teacher distributing learning cards containing description of different

types of teeth & its functions.

Everyone has several different types of teeth. Each type has a unique name and a

different purpose. The teeth in the front of your mouth, and the easiest to see, are

called incisors. There are four incisors on the top and four on the bottom. Incisors are

shaped like tiny chisels with flat ends that are sharp. These teeth are used for cutting

and chopping food. They are the first teeth to chew most food we eat. The pointed

teeth on either side of your incisors are called canine teeth. People have a total of

four canine teeth, two on top and two on the bottom. Because they are pointed and

sharp, they are used to tear food.

Next to your canine teeth are the premolars. You have eight premolars in all, four on

top and four on the bottom. They have a completely different shape than both the

Let us study what happens to

the food in the mouth.

More study materials are

required for studying this

lesson.

incisors and canines. That is because premolars are bigger, stronger, and have ridges

– all of which make them perfect for crushing and grinding food. Finally, there are

your molars. You have eight of these, four on the top and four on the bottom. Molars

are the toughest of the teeth. They are wider and stronger than premolars, and they

have more ridges. Molars work closely with your tongue to help you swallow food.

The tongue sweeps chewed food to the back of your mouth, where the molars grind it

until it is mashed up and ready to be swallowed.

By age twenty, four more molars grow in the back of the mouth, one in each corner.

These are called the wisdom teeth. People do not need wisdom teeth now, but many

years ago these teeth were necessary to help people chew tough plants, which were an

important part of the human diet. Now, many people get their wisdom teeth pulled by

a dentist, a doctor who takes care of teeth, to keep them from crowding their other

teeth.

Questions

1. Name the digestive parts in our mouth

2. How many milk teeth are present in a baby’s mouth?

3. What is the number of teeth present in an adult?

4. Name the different types of teeth

5. Name the strongest part in human body

Planning study strategies.

• Repeated reading

• Discussion

• Sketching diagram

• Tabulation

Structure of Teeth

All true teeth have the same general structure and consist of three layers. In mammals

an outer layer of enamel, which is wholly inorganic and is the hardest tissue in the

body, covers part or all of the crown of the tooth. The middle layer of the tooth is

composed of dentine, which is less hard than enamel and similar in composition to

bone. The dentine forms the main bulk, or core, of each tooth and extends almost the

entire length of the tooth, being covered by enamel on the crown portion and by

cementum on the roots. Dentine is nourished by the pulp, which is the innermost

portion of the tooth. The pulp consists of cells, tiny blood vessels, and a nerve and

occupies a cavity located in the centre of the tooth. The pulp canal is long and narrow

with an enlargement, called the pulp chamber, in the coronal end. The pulp canal

extends almost the whole length of the tooth and communicates with the body’s

general nutritional and nervous systems through the apical foramina (holes) at the

end of the roots. Below the gumline extends the root of the tooth, which is covered at

least partially by cementum. The latter is similar in structure to bone but is less hard

than dentine. Cementum affords a thin covering to the root and serves as a medium

for attachment of the fibres that hold the tooth to the surrounding tissue

What speciality of teeth helps it to

cut food into tiny particles?

Stricture of Teeth

Alloting time for reading and understanding the study material provided by the

teacher7

The enamel coating outside the teeth

makes it very hard and helps it to cut

food items.

Ok, then teeth crushes the

food into tiny particles. Am I

right?

♣ Writing the definition of digestion individually.

♣ Check the answers, and if there is any mistake read out the text once

again.

Yes, during digestion food is

crushed into fine particles at

various parts of alimentary

canal

Describe the above

process.

Let us study the

portion once again.

Digestion, it is in our

text book.

Reading the chapter carefully, finding answers.

1. How many types of digestion are there? List them.

2. Differentiate between chemical and mechanical digestion.

We finished studying about

different types of teeth and

their functions and its structure

We must make sure whether

everything is clear.

What do you mean by

mechanical digestion?

.

Mechanical digestion is the

process in which food is

crushed to fine particles and it

is mixed with digestive juices to

form a semi fluid.

Oh, food is converted into

semi fluid as in a machine.

So, is digestion a chemical

process?

Yes, the enzymes present in

indigestive juice is used to

separate nutrients.

So in mouth is it

mechanical digestion

taking place?

♣ Take a handful of rice and chew it in your mouth.

♣ Students noted that they felt sweetness in their mouth.

What may be the

reason for this

sweetness?

The salivary amylase present in

saliva converts starch into

maltose.

For finding the answer

let us do an experiment.

For the answer let us search

the study material.

Let us see what materials are

needed for this experiment.

Materials required

- Test tube

- Test tube stand

- Saliva

- Iodine solution

- Starch solution

- Burner

• Finding experimental set up using study material

• Keeping ready materials for experiment.

For proving this let us do

an experiment.

What kind of

experiment? Do you

know how to do that?

Steps of experiment

• Take 5ml starch solution and 2ml iodine solution in a test tube, shake it well.

Appeared blue colour.

• Take 5ml starch solution and 1ml saliva, shake well and allow it for

precipitation.

• After 2 minutes pour this solution to another test tube and add 2ml iodine

solution. Inferred the presence of Maltose.

• Pour 2ml Saliva and starch solution to another test tube containing 2ml

benedict’s solution, and heat it well using a burner.

• Appear green to brick red colour. It proves the presence of Maltose.

• Take 2ml starch solution and 2ml Benedict’s solution in a test tube and heat it

well we can’t notice any colour change.

ie From this we can infer that starch is converted to sugar on reacting with saliva.

� Doing the experiment individually

� Recording the difficulties during the experiment.

� After reading textbook, noting experimental phases as points

On the basis of experiment, write down the answers

Questions

1. Name the material responsible for a difference in taste

2. How this substance evolved from starch?

3. Discuss the function of enzymes present in saliva

Summarising

♣ Salivary glands present in our mouth secretes digestives enzymes

♣ Teeth helps in crushing food and easy movement through food pipe.

♣ Salivary amylase and lysozyme are the enzymes present in saliva

♣ Salivary amylase converts starch into maltose.

♣ The function of lysozyme is to destroy microbes in food.


1. ___________converts starch into maltose.

2. Difference between chemical and mechanical digestion.

3. Which are the different types of teeth

4. Explain the structure of teeth

5. Name the digestive parts in our mouth.

6. Name the stongest part in human body.


1. Write the time taken to study the chapter ‘Mechanical Digestion’.




5. Time taken to read the text book, and the extend of understanding the chapter

UNIT 1V – DIGESTION – CHEMICAL


It’s the chemical breakdown of food into simpler components. Proteins are broken-

down to amino acids ,carbohydrates are broken down to simple sugars, and fat broken

down to fatty acids and glycerol. Chemical digestion begins in the mouth. Salivary

amylase starts hydrolyzing starch, but vast majority of chemical digestion takes place

in the duodenum and jejunum portions of small intestine. Chemical digestion is

accomplished through the use of chemicals known as digestive enzymes. These

enzymes and water are responsible for the breakdown of complex molecules. These

complex molecules such as fats, proteins, carbohydrates are digested into smaller

molecules. These smaller molecules can then be absorbed for use by cells. Digestive

enzymes control reaction speed. The presence of these digestive enzymes accelerates

the digestion process, where absence of these enzymes slows overall reaction speed.

Currently there exists eight digestive enzymes mainly responsible for chemical

digestion.

• Nuclease

• Protease

• Collagenase

• Lipase

• Amylase

• Elastase

• Trypsin

• Chymotrypsin

Key concepts

∗ Digestion in stomach

∗ Digestion small intestine – intestinal function.

∗ Pancreatic juices

∗ Liver – bile

Objectives

1. To get deep level understanding about chemical digestion and involved organs

of digestive system.

2. To identify and compare the role of different types of digestive enzymes.

3. To analyse the functions of different types of digestive juices

4. To evaluate different types of nutrients in our diet and at which parts of the

alimentary canal, each of these is digested.

5. To identify the role of liver in the process of digestion

6. To develop scientific attitude, interest and creativity.

7. To develop various process skills and problem solving ability through

observation and secondary data collection.

8. To develop and practise Metacognitive skills.

Rahul & Vijay are studying the chapter ‘Passage of food’

Let us try to remember the parts involved in digestion.

Marking digestive organs

• __________________________________________

• __________________________________________

• _________________________________________

• _________________________________________

• _________________________________________

• _________________________________________

• _________________________________________

Rahul & Vijay writing answers individually.

Wow, the food that we eat is

travelling through various

parts of our body.

Yes, what different

changes are

happening in each

phase!

Name the enzymes

present in saliva

Finding out answers.

And evaluating the

answers individually.

From the mouth where does the

food go?

What are the functions

done by different organs of

the digestive system? How

can we study this ?

We can find it out

from our textbook

Recall the main organs that are involved in digestion.

• Mouth

• Oesophagus

• Stomach

• Small intestine

• Large intestine

• Rectum

Self evaluating, &

Tabulating details

For that, let us study what different

functions are done by these organs.

What is the speciality

of oesophagus?

Oesophagus is a pipe shaped

structure. How does food

move through the pipe shaped

oesophagus?

� The oesophagus (also spelled esophagus), also called the gullet, is the part of

the gastrointestinal system between the mouth and the stomach. The

oesophagus is lined with muscle. This muscle pushes the food bolus (ball)

down into the stomach. The oesophagus can contract or expand to allow for

the passage of food. The muscular movement that pushes the food down the

oesophagus is called peristalsis. At the entrance to the stomach there is a ring

of muscle called a sphincter. This is usually closed, but relaxes as food

approaches, allowing it to enter the stomach. In the stomach, the food is

churned until it turns into a soupy mixture called chyme.

� The stomach is a small, 'J'-shaped pouch with walls made of thick, elastic

muscles, which stores and helps break down food. Food which has been

reduced to very small particles is more likely to be fully digested in the small

intestine, and stomach churning has the effect of assisting the physical

disassembly begun in the mouth. Ruminants, who are able to digest fibrous

Let us find the answer

from the text book

material (primarily cellulose), use fore-stomachs and repeated chewing to

further the disassembly. Rabbits and some other animals pass some material

through their entire digestive systems twice. Most birds ingest small stones to

assist in mechanical processing in gizzards. Food enters the stomach through

the cardiac orifice where it is further broken apart and thoroughly mixed with

gastric acid, pepsin and other digestive enzymes to break down proteins. The

enzymes in the stomach also have an optimum, meaning that they work at a

specific pH and temperature better than any others. The acid itself does not

break down food molecules, rather it provides an optimum pH for the reaction

of the enzyme pepsin and kills many microorganisms that are ingested with the

food. It can also denature proteins. Food in the stomach is in semi-liquid form,

which upon completion is known as chyme.

♣ Reading the textbook carefully

Preparing notes while reading.

Drawing diagrams.

Questions

� what is the structural speciality of food pipe?

� The wave like movement through oesophagus is known

as____________________

� List the structural speciality of stomach

� What is the time required for digestion in stomach?

� What kind of digestions happens in stomach?

� Why is it said that ‘food should be taken in proper intervals’?

• Reading the text book repeatedly

• Finding out answers

• Saying it in mind

• Individually noting it in worksheet.

If we prepare notes while

reading the text book, it is very

easy to reach answers

Yes, well we should

check the answers too.

Even if we eat food by lying

down it reaches the stomach.

How?

It’s due to the magic

of muscles of

oesophagus

Consolidating points

� special muscles present in the walls of the oesophagus contracts between the

food & pushes the food to stomach.

� The wave like movement of muscles is called peristalsis.

� Digestion in stomach lasts upto 5 hrs.

� Mechanical digestion takes place in stomach.

� Constant movement of food in the stomach crushes the food finely.

*text book

*diagram of stomach

*notes about glands of stomach & their significance.

*Allotting time for study.

The food now reached

stomach, next we should study

what changes occur to food

later.

Oh, let us plan what study

materials are required for this

study.

Observing the figure of stomach

Reading the table carefully and answering the following;

Gland Digestive

juice

Components Function

Gastric

Gland

Gastric

juice

Mucus

Pepsin

(enzyme)

Hydro

chloric acid

• Protects the walls of the stomach

from the action of enzymes.

• Partially converts proteins into

simpler units called peptones.

• Destroys micro-organisms present

in the food

• Regulate the pH to be suitable for

the digestive process that takes

place in the stomach.

1. Name the digestive enzymes secreted by stomach. What are its major

components?

2. What are the functions of gastric juice?

3. Name the main enzyme present in gastric juice.

4. What are the functions of enzymes present in gastric juice?

5. What are the functions of HCL?

• Drawing the structure of stomach from textbook

• Recognising the significance of gastric juice.

• Identifying enzymes present in digestive juices secreted by stomach and its

functions

• The presence of acid and its function in stomach is identified.

To find out answers text book is

not enough

Let us find out answers

through group discussion

From the starting write

the facts in order.

For that we have to draw the

diagram of stomach and locate

gastric glands.

Monitoring & Repairing

♣ Linking ideas one by one

♣ Note the time taken to read text and grasping the points.

♣ Noting the answers

♣ Identifying the problems & rectifying it.

Name the nutritional

compounds subjected

to digestion.

Stomach is extended to a

spiral tube like part. Let us

try to locate that.

It is the starting of small

intestine called duodenum

� Visualize the structure of digestive system in mind.

� Identifying the position of each organ.

� Above the duodenum and right to stomach the organ is identified as

Liver.

� Drawing the structure of digestive system.

� Comparing it with the diagram in text book.

From stomach food directly

goes to duodenum.

Which is the organ positioned

just above the duodenum and

right to stomach? Try to

remember.

Questions

• Name the largest gland in the human body.

• What is the specilaity of liver?

• Name the digestive enzyme secreted by liver.

• Which are the nutrients which are subject to digest by enzymes secreted by

liver.

Reading text book repeatedly

Rereading aids in finding out answers.

Checking the answers.

Observing learning cards showing the structure and function of pancreas and on the

basis of study materials, making maximum number of questions.

The human liver is an organ located within the abdomen, with its larger lobe on the

right side of the body. The liver is the largest gland in the body and possesses

remarkable regeneration capabilities. The gland secretes bile, a green-colored

digestive enzyme stored in the gall bladder during fasting. Bile acids aid in digestion,

among other functions.

Pancreas Pancreatic juice

Pancreatic amylase

Trypsin

Pancreatic lipase

• Converts starch into maltose

• Proteins are broken down into

peptides

• Converts lipids into fatty acid

and glycerol.

1. Name the digestive juice secreted by Pancreas

2. List the enzyme present in pancreatic juice

3. Which are the nutrients digested by pancreatic juice?

� Raising questions and asking it among the groups.

� Noting the answers clearly

� Making a note on liver and stomach with out the help of text book.

Now we understood the role of

liver in digestion. Next food is

going to small intestine.

What changes happen to food in

small intestine?

Enzymes

The glands present in small

intestine secretes different

enzymes.

Yes, the glands present in

small intestine secretes

intestinal juice & it contains a

variety of enzymes.

What are the enzymes present

in intestinal juice?

For finding answers, it is

essential to go through the

text book.

Intestinal

glands

Intestinal juice

Peptidase Enzymes

Disaccharidase

• Converts peptides into amino

acids.

• Converts maltose and other

disaccharides into

monosaccharides like glucose,

fructose and galactose

∗ The enzyme present in intestinal juice is found out as peptidase&

disaccharides after reading study materials carefully.

∗ Understanding its significance.

∗ Identifying the nutrients digesting by these enzymes.

Tabulating the components formed by digestion.

By using the following study strategies complete the table.

• Reading

• Discussion

• Note making

• List out

Enzymes in the intestinal juice Functions

List the bi-products of digestion

Noting the time taken to find out answers

Recognize and evaluate study strategy used.

What happens to the nutrient

formed after digestion?

The nutrients are absorbed for

producing energy and for

performing life processes.

The answer is not in the

text book

Where do these nutrients

gets absorbed? Who

makes it possible?

Teacher distributing learning cards showing the structure of villus and its functions .

Intestinal villi are tiny, finger-like projections that protrude from the epithelial lining

of the intestinal wall. Each villus is approximately 0.5-1.6 mm (millimetres) in length

and has many microvilli (singular: microvillus), each of which are much smaller than

a single villus. Villi increase the surface area of the intestinal wall. Increased surface

area allows for increased intestinal wall area that is available for absorption.

Increased absorptive area is useful because digested nutrients (including sugars and

amino acids) pass into the villi through diffusion, which is effective only at short

distances. In other words, increased surface area (in contact with the fluid in the

lumen) decreases the average distance traveled by nutrient molecules, so effectiveness

of diffusion increases. Circulating blood then carries these nutrients away. In all

humans, the villi together increase intestinal absorptive surface area approximately

30-fold and 60-fold, respectively, providing exceptionally efficient absorption of

nutrients in the lumen. This increases the surface area so there are more places for

food to be absorbed. There are also enzymes on the surface for digestion. Villus

capillaries collects amino acids and simple sugars taken up by the villi into the blood

stream. Villus lacteals (Lymph capillary) collect absorbed chylomicrons, which are

lipoproteins composed of triglycerides, cholesterol and amphipathic proteins, and are

taken to the rest of the body through the Lymph fluid.

Observing the learning cards showing the structure of villus and its functions

� Carefully reading the activity cards.

� Finger like projection present in the small intestine is called as villus that

helps in obsorption and assimilation of food.

� Drawing the picture of villus

� Tabulating the major parts and the nutrients absorbed by them.

Try to find answers on the basis of learning.

• Name the special organ present in small intestine which absorbs food.

• List the major parts of vilus.

• Name the nutrients absorbed by lymph

• Name the nutrients which are directly absorbed by blood.

Self evaluation of answers

What happens to the

digestive wastes?

It reaches the large intestine,

water is absorbed there and it

is stored in large intestine and

thrown out through anus

Visualize the part wherein the nutrients are absorbed in food track and list the

components formed.

Organs Type of

Digestion

Digestive

Juices

Enzymes Nutrients

absorbing

Mouth

Stomach

Small

intestine

Let us list the nutrients present in diet with rice pea and pappadam...

• Carbohydrates

• Proteins

• Lipids

• water

Yes, what changes take place to food that

we eat?

Yes, let us do it

individually

If we got the right information, we

could easily fill up the table in our

text.

∗ On the basis of information about nutrients make a list and list out the simpler

components.

∗ Note the time required for finding answers

∗ Analyze study methods used.

∗ Evaluate the study strategy that helped in linking ideas.

So, for proper growth of

our body all these

nutrients are inevitable

You are right. We get these

nutrients from different types

of food materials

Make a note on different

types of nutrients and its

importance in daily life

The food which contains all types

of nutrients in proper amount and

correct proportion is termed as

balanced diet.

Summarise

• Oesophagus- Part of gastro intestinal system

• Muscular movement that pushes the food down- peristalsis

• Food in stomach- chime (Pepsin, HCL)

• Starting of small intestine duodenum

• Intestinal juice- peptidase and disaccharides

• Intestinal villi- small finger like projections of intestinal wall.

Questions to evaluate the content

1. Name the digestive enzymes secreted by liver.

2. Name the enzymes present in pancreatic juice.

3. Explain the structure of villus.

4. What is balanced diet.

Self evaluation Questions related to Metacognitive process

1. How much information I got.

2. Which are the study materials used?

3. Study methods used

4. The practical problems felt during the study.

5. Time taken to grasp the content.

UNIT V - NUTRITION IN OTHER ORGANISMS

General ntroduction

There are many similarities and differences in the nature of the food,

mechanism of feeding and the process of digestion in living beings ranging from

microorganisms like bacteria to the human beings.Algae, bacteria and small protozoa

from water is the main food of amoeba. The amoeba gathers its food with the help of

pseudopodia. Digestion takes place inside the food vacuole contains in the cytoplasm.

Therefore the process of digestion in amoeba is intracellular digestion. In hydra food

is captured using tentacles. The prey caught by the tentacle, is taken into the body

through the mouth. The Tapeworm is an endoparasite seen in the small intestine of

man. Since it is an endoparasite, the tapeworm does not have a complete alimentary

canal. It absorbs simple nutrients from the small intestine of man.

Key concepts

∗ Digestion in Amoeba

∗ Digestion in Hydra

∗ Digestion in Tapeworm

∗ Intracellular and Extracellular digestion

Objectives

1. To understands about similarities and differences in the nature of the food,

mechanism of feeding and the process of digestion in living beings ranging

from microorganisms like bacteria to the humanbeings.

2. To analyses different types of digestion in lower organisms.

3. To compare Intracellular and Extracellular digestion.

4. To evaluate the different types of organs in different organisms that help to

gather and digest food particles.

5. To develop the skills of observation, prediction, inferring, analyse , synthesize,

measures through discussion, listing and secondary data collection.

6. To develop and practice Metacognitive skills

Hari and Aravind are preparing for an assignment regarding nutrition in lower

organisms.

Aravind, Do you know there are

many similarities and difference in

the nature of food, mechanism of

feeding among different

organisms?

In order to prepare for an

assignment, first of all we have to

analyse the food habits and

peculiarities of the digestive

processes in different organisms.

You are right. There are

differences in the process of

digestion as well, in different

organisms.

Read the text book

carefully, then I will get

important points.

Preparing notes from the text

• Selecting suitable learning strategies like

- Outlining

- Diagramming

- Note making

- Discussion etc

Nutrition in lower organisms

There are many similarities and differences in the nature of the food,

mechanism of feeding and the process of digestion in living beings ranging from

microorganisms like bacteria to the human beings.Algae, bacteria and small protozoa

form the main food of amoeba. The amoeba gathers its food with the help of

pseudopodia. Digestion takes place inside the food vacuole contained in the

cytoplasm. Therefore, the process of digestion in amoeba is intracellular digestion. In

hydra food is captured using tentacles. The prey caught by the tentacle, is taken into

the body through the mouth. Close to the mouth are certain enzymes and mucus

present which cover food and digest it partially. This partially digested food enters

food vacuole and digestion is completed. So in hydra digestion is both intracellular

and extracellular. The Tapeworm is an endoparasite seen in the small intestine of

man. Since it is an endoparasite, the tapeworm does not have a complete alimentary

canal. It absorbs simple nutrients from the small intestine of man directly through

body surface.

You know Hari, in the case

of amoeba it gathers food

with the help of Pseudopodia.

Ya, that I know, we have

already studied in previous

classes.

How does digestion take

place in amoeba?

Try to remember the

structure of amoeba and draw

it in the science book.

Digestion takes place inside

the food vacuole.

Food vacuole contains

enzymes that can digest

carbohydrates, lipids and

proteins.

HOW?

Read the study material

carefully, you will get the

answer.

Oh, therefore, the process

of digestion in amoeba is

intracellular.

• Write down notes

• Rereading

• Self evaluation

Try to remember the peculiarity of Hydra.

- Checking previous knowledge

- Self testing

- Drawing the structure of Hydra.

In hydra, digestion is both

intracellular and extra

cellular.

I got it from the text.

How do you know

that?

Food is captured using tentacles

of the body through mouth.

For the answer,

read text book

silently.

Which organ helps hydra to

capture food?

Finding answers from study materials.

Close to the mouth are certain

enzymes and mucus present

which cover the food and digest

it partially.

Oh, then partially digested food

enters the food vacuole and

digestion is completed.

Then what happens to food

particles?

- Analyzing facts one by one

- Preparing notes as points

- Self testing and repairing

That’s right. That’s why digestion is

both intra and extra cellular.

Tape worm is an endoparasite

We have to study the

digestion in Tape worm

also

.

In the small intestine of man.

It is a parasite. Then how

does it acquire food items?

Where can we see them?

� Finding answers from study materials

� Preparing notes after reading

It absorbs simple nutrients from

the small intestine of man directly

through the body surface.

Since it is an endoparasite it

does not have a complete

alimentary canal.

Then how does it absorb

food?

So, it has no specified organs

to capture food.

Summarise

• Amoeba- a unicellular organism captures food with the help of pseudopodia

• In Amoeba digestion is intracellular

• In Hydra, tentacles help to capture food.

• In Hydra digestion is both extra and intracellular.

• Tape worm is an endoparasite, absorbs food from small intestine of humans

using body surface.


� Which organ helps amoeba to capture food

� Explain the digestion process in Amoeba

� How digestion in Amoeba differ from Hydra

� Distinguish between intra and extracellular digestion.

� Why is Tape worm considered as an endoparasite?

Yes. You are right. Chemical

digestion is not found in tape

worms.

Yeah, we have finished our preparation.

So once again go through the study notes

and note down points in mind, then we can

write the assignment in a systematic way.


1. Write the time taken to study the chapter ‘Nutrition in Other Organisms.


3. What are the study materials used?



Appendix D

METACOGNITIVE SKILLS ASSESSMENT SCALE

Draft Form (Malayalam Version)

Epr\ : AZ :

s\6ULie˙ Epr\ : epZ :

k|a°\ :

ni{E�wN]ni{E�wN]ni{E�wN]ni{E�wN]

2O s\ekyili} 65 `ps\tavnk] 3H\. oaEra `ps\tanvy\6uM 4tier

4l|ay\EHaSuM (always), cilEHaeSae6 (sometimes) ori6luml| (Never) 49I

`ptikrzNLaz\ ekafu8iri6u9t\. oaEra `ps\tavnyuM `w¤apU{v/M

vayic/uEna6i niNLuef `ptikrzM ‘�’1fyaLM ekaH\ ErKeHfu8uk.

Sl.No. Statements Always Sometimes Never

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mnsila6uva[ 5t\ rItiyi} vayi6zM

49tien6uRic/\ 4ni6\ pU{SEbaXYmuH\

2 p`tM vayi6uE©a] 4fu6u9 `w¤yuM paFBagM

vayi6uva[ 4fu6u9 `w¤yuM oruEpaelyl|.

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4 vayi6uE©a] karYN] vYk\tmayi

mnsila6uva[ 3- plrItikeL6uRic/\ 4ni6\

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ekaH\ te9yaz\ qa[ vayi6aRu-t\.

6 vacikaprI=y\6\ ty/aeRfu6u9 rItiyill| qa[

4Su8\ prI=y\6\ ty/aeRfu6u9t\.

7 3pnYasrItiyilu- 38rmSutuva[ sVIk ri6u9

pFnrItiyl| o4va6i} 38remSu tuE©a]

1vlMbi6aRu-t\

8 paFBag8ie˙ kaFinYmnusric/\ pFn8in\

4`tsmyM AvwYmaz\ 49\ 4ni6\ vYk\tmay

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9 vayi6uE©a] AvwYmay `w¤ 4ni6\

ekafu6uva[ kSiyu9il| 49\ Eta9iya} A

smyM qa[ pFiy\6uva[ eclvSi6u9il|

10 pFnM ArMBiy\6u9tunumuE© AvwYmu-

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11 oaEra paFBagvuM pFiy\6uva[ AvwYmay smyM

mu[kU7i niw\cyi6aRuH\

12 mu[kU7i niw\cyic/ smy8ute9 pFn`pv{8nM

pU{Sma6uva[ kSiyu9uEHa 49\ sVyM

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13 oaEra `pavwYvuM paFYvs\tuvin\ Eyajic/

rItiyilu- pFn`pv{8nM mu[kU7i AsU`tzM

ecy/aRuH\

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15 oru paFBagM hNxis\Tma6u9tin\ 4Æaz\ AxYM

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16 5etl|aM pFnrItikLaz\ 4e˙ oa{0wk\ti6\

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priEwaXiy\6aRuH\

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37 tireQfu8 pFn`pv{8nN]

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guzkrmayiruE9a 49\ viwklnM ecy/aRuH\

48 5t\ pFnrItiyaz\ 4niy\6\ 54vuM Eyajic/et9\

sVyM tiric/RiyaRuH\

49 EveR 5etl|aM pFnEmKlkLi}

etreQfu8 pFnrItik]

`pEyagi6aem9\ sVyM ciÆi6aRuH\

50 oaEra paFBag8inuM 1nuEyajYmay pFnrIti

5taez9\ qa[ sVyM viwklnM ecy/aRuH\

51 4e˙ pFn`pv{8nM kUfut} kUfut} 4Nen

emc/eHfu8aM 49tien6uRic/\ ciÆiy\6aRuH\

52 paFBagM pU{SmayuM hNxis\Tma6uva[ shayic/

pFnrItikLuM pFnsam`gikLuM 5etl|amaez9\

sVyM viwklnM ecy\t\

1t\ m4\ sahcrYNLi} `pEyagi6uva[

`wmi6aRuH\

53 paFBagM hNxis\Tma6u9ti} 3Hayi7u-

vifvuk] 2l|ata6uva[ o9ukUfi vYtYs\tmay

pFnrItikLilUef kf9uEpakzEmaey9\ sVyM

ciÆy\6aRuH\

54 paFBagM pFic/\ tI{8tin\ EwWM

5etl|aM EmKlkLilaz\ et4uk] sMBvic/et9\

sVyM priEwaXi6aRuH\

55 4Æ\ekaHaz\ tireQfu8 pFnrItik] 3E�wic/

Pl`pap\tiyiEly\6\

48atiru9t\ 49\ ciÆiy\6aRuH\

56 pFnrItiyilu- et4uk] Av{8iy\6a

tiri6uva[ EvH mu[krutluk] 4fu6uvanuM

1t\ `pablY8i}

vru8uvanuM `wmiy\6aRuH\

57 hNxis\Tma6iy .AwyNLilu- eparu8E6fuk]

qa[ tiric/RiyaRuH\

58 eparu8E6fuk] tiric/RiQ\ 1paktk]

prihriy\6aRuH\

59 `pw\nni{¤arzrIti 1vlMbiy\6uE©a]

t9iriy\6u9 sahcrY8iel yTa{t\T `pw\nM

4Æaez9\ vYk\tmayuM mnsila 6iey9\ qa[

3RH\ vru8aRuH\

60 `pw\nni{¤arz8in\ 1vlMbic/ rItik] 4Æ\

1fis\Tan8ilaz\ tireQfu8t\

49tien6uRic/\ vYk\tmay Xarz 4niy\6uH\

61 oaEra `pw\nni{¤arzrIti 3pEyagi6u E©aSUM

1tie˙ vijyprajy saXYtkeL qa[

vilyiru8aRuH\

62 oru `pw\nni{¤arzrIti prajyeH7a} A `pw\nM

prihri6aet oSiva6ukyaz\ ecy/aRu-t\

63 pl rItik] prajyeH7aluM qa[

prajykarzNeL kUfut} mn°ila6i muE9a7\

EpakaRuH\

64 `pw\nni{¤arz8i} 3Haka[

saXYtyu- bu¤imu7ukeL6uRic/\

qa[ mu[kU7i ciÆi6aRuH\

65 `pw\n8ie˙ kaFinYmnusric/\ `pw\nni{¤arz

rItiyi} 2fy\6\ ma4M vru8aRuH\

Appendix E


Draft Form (ENGLISH VERSION)

Name : Male

:

School Name : Female :

Class :

Direction

There are 65 statements in this assessment scale,three responses are given

against each statement viz ‘always’ ‘sometimes’ and ‘never’ read each statement

carefully and tick the appropriate box.Please be careful not to tick more than one box.

Sl.No. Statements Always Sometimes Never

1

While preparing to read part of a

lesson I have a clear idea on how to

read it for comprehension

2 The care taken while reading a news

paper is different from that of a lesson

3

I have a clear idea as to how I should

read for a clear understanding of the

text

4

I am aware of the many different ways

of understanding things clearly while

reading

5

I read with a prior idea about the right

atmosphere for learning wherein I can

pay total attention

6 I don’t prepare for written exam the

way I do for oral exam

7

The learning strategy for answering

essay type question is not adopted for

one word answer

8

I have a clear idea about the time

required for learning depending on the

difficulty of the text/lesson

9

If I feel that I cannot pay proper

attention while reading , I don’t

utilize that time for learning

10

I make sure that all learning materials

are properly arranged before I start

learning

11 I prepare in advance a fixed time

schedule for each lesson

12

I myself examine whether it is

possible to complete the activities as

per schedule

13 Each time learning activities suitable

for the lesson are planned in advance

14

I make sure whether there is the

requisite previous knowledge to

engage in learning activities

15 I ask myself what I should do first to

assimilate part of a lesson

16 I know what learning strategies are

suitable for my memory

17

I have a thorough knowledge of what

strategies I should adopt for making

the activity successful

18

I examine whether things are going as

planned in advance while I am

engaged in learning activities

19

Every time I read a lesson the

important facts are firmly etched in

my mind

20

I proceed to a subsequent part only

after making sure that all the facts

mentioned in the complete paragraph I

have read can be recollected

21 I examine from time to time whether I

am proceeding in the pre-fixed path.

22

I have a clear awareness on what

learning activities, I am passing

through

23 I understand the difficulties in the

learning activities selected

24 I overcome the difficulties in the


25

It is possible for me to make

appropriate changes in my learning

activities

26

I can easily make out the incongruities

in the content I have learned earlier

and what I am learning now

27 I do asses my progress while studying

28 I have a clear awareness of my

memory

29 I have clear idea regarding my

ability to assimilative lessons

30 I adopt learning strategies keeping in

mind the limitations of my memory

31

I don’t search for suitable learning

techniques for certain lessons which

are too difficult for me to learn

32 I adopt the learning strategies my

friends do

33 After reading a part of the lesson I

analyse the summary

34

I examine whether I have totally

assimilated the summary of the lesson

I have read

35

Changes are incorporated into the

learning activities and timings incase

need arises

36 I make necessary changes in the style

of learning and it’s speed, according

to the difficulty of the lesson

37

If the chosen learning activities are

not appropriate, I select new methods

to make it successful

38

It is possible for me to connect

important ideas in the lesson while I

am engaged in learning activities

39 I seek the help of my teacher or others

if I can’t digest the content myself

40 I am aware of the facts to be

remembered while learning a lesson

41 I spend more time in certain part of

the lesson depending on the difficulty

42 I ask myself how successful I could

make my study.

43 I make sure that I assimilate lessons

up to my expectations.

44 I analyse whether I could master the

lesson as per the schedule

45 I do examine whether the selected

learning activities were suitable

46 I reflect upon the many different

learning activities made use of

47

I analyse examine whether the

changes incorporated into the

learning activities were useful

48 I discern the method of study

most suitable for me

49 I reflect upon employing the selected

methods in other realms of learning

50 I myself analyse what strategy is best

suited for each lesson

51 I always think of improving my

learning activities

52

I examine thoroughly all strategies

and materials that helped me

assimilate lesson completely and try

to use them in other situations

53

I think of passing through entirely

different methods of study in order to

fill the gaps in the assimilation of

lessons

54 After having learnt a lesson I examine

areas where mistakes have occurred

55

I think why the selected learning

strategies did not reach the

expected success

56

I always take necessary precautions,

not to repeat the mistakes in the

method of learning and to implement

them

57 I do recognize the incongruities in the

ideas assimilated

58 Incongruities are identified and

rectified

59

I make sure that I have clearly

understood the problem in the given

situation while adopting problem

solving method

60 I have a clearest idea about the

methods for problem solving

61

I examine the possible consequences

when I resort to problem solving

method

62 I leave the problem unsolved if the

problem solving method fails

63

Even if different methods fail, I

understand the causes of failure and

goahead

64 I think about the possible difficulties

in problem solving well in advance

65

I sometimes make changes in the

method of problem solving according

to the severity of the problem

Appendix F

Obtained ‘t’ value for each item in the Metacognitive Skills Assessment Scale

SI No ‘t’ value Components of Metacognitive process

1 5.86 * * Declarative knowledge

2 0.04 Conditional knowledge

3 7.41* * Declarative knowledge

4 4.818 * * Procedural knowledge


6 0.82 Procedural knowledge

7 3.48 * * Conditional knowledge



10 5.68 * * Planning


12 0.97 Evaluation


14 1.04 Planning

15 0.52 Planning

16 1.32 Declarative knowledge


18 6.27 * * Monitoring



21 1.61 Monitoring





26 1.32 Monitoring

27 1.55 Monitoring



30 .87 Declarative knowledge



33 5.36 * * Evaluation

34 1.26 Evaluation

35 .89 Evaluation








43 1.02 Monitoring


45 3.08* * Evaluation



48 0.98 Conditional knowledge




52 0.18 Evaluation


54 1.32 Evaluation

55 0.69 Evaluation

56 0.87 Monitoring

57 1.00 Evaluation

58 0.83 Monitoring

59 1.61 Problem solving

60 3.40 * * Problem solving


62 1.12 Problem solving




** Indicates the accepted statements of the scale

Appendix G

Metacognitive Awareness Inventory (MAI)

Developed by Shraw, G., & Dennison, R.S.,(1994)

Mark each of the statements below True or false as appropriate

1. I ask myself periodically if lam meeting my goals

2. I consider several alternatives to a problem before I answer

3. I try to use strategies that have worked in the past

4. I pace myself while learning in order to have enough time

5. I understand my intellectual strengths and weaknesses

6. I think about what I really need to learn before I begin a task

7. I know how well I did once I finish a test

8. I set specific goals before I begin a task

9. I slow down when I encounter important Information

10.1 know what kind of information is most important to learn

11. I ask myself if I have considered all options when solving a problem

12.1 am good at organizing information

13. I consciously focus my attention on important information

14. I have a specific purpose for each strategy I use

15. I learn best when I know something about the topic

16. I know what the teacher expects me to learn

17. I am good at remembering information

18.1 use different learning strategies depending on the situation

19. I ask myself if there was an easier way to do things after finish a task

20. I have control over how well I learn

21. I periodically review to help me understand important relationships

22. I ask myself questions about the material before I begin

23. I think of several ways to solve a problem and choose the best one

24.1 summarize what I’ve learned after I finish

25. I ask others for help when I don’t understand something

26.1 can motivate myself to learn when I need to

27.1 am aware of what strategies I use when I study

28.1 find myself analyzing the usefulness of strategies while I study

29.1 use my intellectual strengths to compensate for my weaknesses

30.1 focus on the meaning and significance of new information

31.1 create my own examples to make information more meaningful

32. 1am a good judge of how well I understand something

33.1 find myself using helpful learning strategies automatically

34.1 find myself pausing regularly to check my comprehension

35. I know when each strategy I use will be most effective

36.1 ask myself how well I accomplish my goals once I'm finished

37. I draw pictures or diagrams to help me understand while learning

38.1 ask myself if I have considered all options after I solve a problem

39.1 try to translate new information into my own words

40. 1 change strategies when I fail to understand

41. I use the organizational structure of the text to help me learn

42. I read Instructions carefully before begin a task

43. I ask myself if what I'm reading is related to what I already know

44. I reevaluate my assumptions when I get confused

45.1 organize my time to best accomplish my goals

46. I learn more when I am interested in the topic

47.1 try to break studying down into smaller steps

48.1 focus on overall meaning rather than specifics

49. I ask myself questions about how well I am doing while I am learning something

50. I ask myself if I learned as much as I could have once I finish a task

51. I stop and go back over new information that is not clear

52. 1 stop and reread when I get confused

new

Appendix H

SCHOOL OF PEDAGOGICAL SCIENCES

MAHATMA GANDHI UNIVERSITY, KOTTAYAM


FINAL FORM (Malayalam version)

Epr\ : AZ :

s\6ULie˙ Epr\ : epZ :

k|a°\ :


2O s\ekyili} 40 `ps\tavnk] 3H\. oaEra `ps\tanvy\6uM 4tier

4l|ay\EHaSuM (always), cilEHaeSae6 (sometimes) ori6luml| (Never) 49I

`ptikrzNLaz\ ekafu8iri6u9t\.oaEra `ps\tavnyuM `w¤apU{v/M

vayic/uEna6i niNLuef `ptikrzM ‘�’1fyaLM ekaH\ ErKeHfu8uk.

Sl

No. Statement Always Sometimes Never

1 oru paFBagM vayi6uva[ oruNuE©a] 1t\

mnsila6uva[ 5t\ rItiyi} vayi6zM

49tien6uRic/\ 4ni6\ pU{SEbaXYmuH\

2 5t\ rItiyi} vayic/a} 4ni6\ n9ayi

mn°ila6a[ saXiy\6uM 49 vYk\tmay

EbaXYE8af\ kUfiyaz\ qa[ vayi6aRu-t\

3 vayi6uE©a] karYN] vYk\tmayi

mnsila6uva[ 3- plrItikeL6uRic/\

4ni6\ EbaXYmuH\

4 4Nienyu- 1ÆrI=8i} 2ru9\

pFiy\6uE©aSaz\ 4ni6\ pU{Smay `w¤

eclu8a[ saXiy\6u9t\ 49 Xarz

mu[ni{8i ekaH\ te9yaz\ qa[

vayi6aRu-t\.

5 3pnYasrItiyilu- 38rmSutuva[ sVIk

ri6u9 pFnrItiyl| o4va6i} 38remSu

tuE©a] 1vlMbi6aRu-t\

6 paFBag8ie˙ kaFinYmnusric/\ pFn8in\

4`tsmyM AvwYmaz\ 49\ 4ni6\ vYk\tmay

XarzyuH\.

7 vayi6uE©a] AvwYmay `w¤ 4ni6\

ekafu6uva[ kSiyu9il| 49\ Eta9iya} A

smyM qa[ pFiy\6uva[ eclvSi6u9il|

8 pFnM ArMBiy\6u9tunumuE© AvwYmu-

pFnsam`gik] 4l|aM ci7EyafukUfi

4fu8uevy\6uva[ `wmi6aRuH\

9 oaEra paFBagvuM pFiy\6uva[ AvwYmay

smyM mu[kU7i niw\cyi6aRuH\

10 oaEra `pavwYvuM paFYvs\tuvin\ Eyajic/

rItiyilu- pFn`pv{8nM mu[kU7i AsU`tzM

ecy/aRuH\

11 pFn`pv{8nNLi} 5{eH7\ekaHiri6u9

smy8\ mu[kU7i niw\cyic/ Epael karYN]

muE9a7\ nINu9uEHaey9\ priEwaXiy\6aRuH\

12 oaEra `pavwYM paFBagM vayi6uE©aSuM 1tiel

`pXan vs\tutk] 5etl|amaez9\ mn°i}

3RHi6aRuH\.

13 pU{Smay oru Kz\dik vayic/tin\ EwWM

1ti} pRQiriy\6u9 4l|a vs\tutkLuM

oa{e8fu6uva[ saXiy\6u9uEHaey9\ sVyM

3RH\ vru8iytin\ EwWEm 1fu8 BagE8y\6\

qa[ kf6aRu-U

14 qa[ 5t\ pFn`pvN8iyilUefyaz\

kf9uEpaku9t\ 49tien6uRic/\

vYk\tmay EbaXYM 4niy\6uHakaRuH\

15 etereQfu8 pFn`pv{8nNLi}

1nuBveHfu9 bu¤imu7uk] sVyM mnsila

6aRuH\

16 etreQfu8 pFn`pv{8nNLi}

1nuBveHfu9 bu¤imu7uk] sVyM mn°ila6i

trzM ecy/aRuH\

17 4e˙ pFn`pv{8nNLi} Eyajic/rItiyilu-

ma4N] vru8uva[ saXiy\6aRuH\

18 4e˙ oa{0wk\tiey6uRic/\ 4ni6\ vYk\tmay

XarzyuH\

19 paFBagN] `ghiy\6uvanu- 4e˙

kSivien6uRic/\ 4ni6\ vYk\tmay XarzyuH\

20 cil kaFinYmu- paFYBagN] pFiy\6uva[

saXi6il| 49uRHu-t\ ekaH\ 1tin\ p4u9

pFnrItiyuEHaey9\ qa[ ciÆi6aRil|

21 oru paFBagM vayic/ukSiQa} 1tie˙ sM`ghM

4Æaez9\ qa[ viwklnM ecy/aRuH\

22 paFBag8ie˙ kaFinYM 1nusric/\ 4e˙

pFnrIti, 1tie˙ Evgt 2vyi} 1nivarYmay

ma4N] vru8aRuH\

23 etreQfu8 pFn`pv{8nN] viPlmaya}

1t\ m4u ma{]NLilUef vijy8iel8i6aRuH\

24 pFn`pv{8nNLi} 5{eH7\ekaHiriy\6uE©a]

paFBag8iel `pXan AwyNeL kU7i

EyajiHi6uva[ saXiy\6aRuH\

25 wriyay rItiyi} paFBagM sVyM `ghiy\6uva[

saXic/iel|[i} 1tin\ EvHu9 shayM

1XYapikyi} niE9a m4u-vri} niE9a

EtfaRuH\

26 paFYBag8ie˙ kaFinYmnusric/\ cil `pEtYk

BagNLi} kUfut} smyM eclvSi6aRuH\

27 pFnM 4`tma`tM vijykrma6uva[ saXic/u

49tien6uRic/\ sVyM EcaxYN] Ecaxi6aRuH\

28 mu[kU7i niw\cyic/ smy8\ te9 paFBagM

hNxis\Tma6uva[ saXiEc/a 49\ sVyM

viwklnM ecy/aRuH\

29 tireQfu8 pFn`pv{8nN]

1nuEyajYmayiruE9a 49\ sVyM

priEwa Xi6aRuH\

30 vYtYs\t rItiyilu- 5etl|aM

pFn`pv{8nNLaz\ 3pEyageHfu8iyt\

49\ sVyM ciÆiy\6aRuH\

31 pFn`pv{8nNLi} vru8iy ma4N]

guzkrmayiruE9a 49\ viwklnM ecy/aRuH\

32 EveR 5etl|aM pFnEmKlkLi}

etreQfu8 pFnrItik]

`pEyagi6aem9\ sVyM ciÆi6aRuH\

33 oaEra paFBag8inuM 1nuEyajYmay pFnrIti

5taez9\ qa[ sVyM viwklnM ecy/aRuH\

34 4e˙ pFn`pv{8nM kUfut} kUfut} 4Nen

emc/eHfu8aM 49tien6uRic/\ ciÆiy\6aRuH\

35 paFBagM hNxis\Tma6u9ti} 3Hayi7u-

vifvuk] 2l|ata6uva[ o9ukUfi vYtYs\tmay

pFnrItikLilUef kf9uEpakzEmaey9\ sVyM

ciÆiy\6aRuH\

36 `pw\nni{¤arz8in\ 1vlMbic/ rItik] 4Æ\

1fis\Tan8ilaz\ etreQfu8t\

49tien6uRic/\ vYk\tmay Xarz 4niy\6uH\

37 oaEra `pw\nni{¤arzriti 3pEyagi6uE©aSUM

1tie˙ vijyprajy saXYtkeL qa[

vilyiru8aRuH\

38 pl rItik] prajyeH7aluM qa[

prajykarzNeL kUfut} mn°ila6i

muE9a7\ EpakaRuH\

39 `pw\nni{¤arz8i} 3Haka[ saXYtyu-

bu¤imu7ukeL6uRic/\ qa[ mu[kU7i ciÆi6aRuH\

40 `pw\n8ie˙ kaFinYmnusric/\ `pw\nni{¤arz

rItiyi} 2fy\6\ ma4M vru8aRuH\

Appendix I




(English Version)

Name : Male

School Name : Female

Class :

Direction

There are 40 statements in this assessment scale, three responses are given

against each statement viz ‘always’, ‘sometimes’ and ‘never’. Read each statement

carefully and tick the appropriate box. Please be careful not to tick more than one box.

Sl

No Statement Always Sometimes Never

1

While preparing to read part of a lesson I

have a clear idea on how to read it for

comprehension

2 I have a clear idea as to how I should

read for a clear understanding of the text

3

I am aware of the many different way of

understanding things clearly while

reading

4

I read with a prior idea about the right

atmosphere for learning wherein I can

pay total attention

5

The learning strategy for answering

essay type question is not adopted for

one word answer

6

I have a clear idea about the time

required for learning depending on the

difficulty of the text/lesson

7

If I feel that I cannot pay proper

attention while reading , I don’t utilize

that time for learning

8

I make sure that all learning materials

are properly arranged before I start

learning

9 I prepare in advance a fixed time

schedule for each lesson

10 Each time learning activities suitable for

the lesson are planned in advance

11 I examine whether things are going as

planned in advance while I am engaged

in learning activities

12 Every time I read a lesson the important

facts are firmly etched in my mind

13

I proceed to a subsequent part only after

making sure that all the facts mentioned

in the complete paragraph I have read

can be recollected

14 I have a clear awareness on what

learning activities, I am passing through

15 I understand the difficulties in the


16 I overcome the difficulties in the


17 It is possible for me to make appropriate

changes in my learning activities

18 I have a clear awareness of my memory

19 I have clear idea about my ability to

assimilative lessons

20

I don’t search for suitable learning

techniques for certain lessons which are

too difficult for me learn

21 After reading a part of the lesson I

analyze the summary

22

I make necessary changes in the style of

learning and it’s speed according to the

difficulty of the lesson

23

If the chosen learning activities are not

appropriate, I select alternative methods

to make it successful

24 It is possible for me to continue

important ideas in the lesson while I am

engaged in learning activities

25 I seek the help of my teacher or others if

I can’t digest the content myself

26 I spend more time in certain part of the

lesson depending on the difficulty

27 I ask myself how successful I could

make my study.

28 I analyze whether I could master the

lesson as per the schedule

29 I do examine whether the selected

learning activities were suitable

30 I reflect upon the many different

learning activities made use of

31

I analyze examine whether the changes

incorporated into the learning activities

were useful

32 I reflect upon employing the selected

methods in other realms of learning

33 I myself analyse what strategy is best

suited for each lesson

34 I always think of improving my learning

activities

35

I think of passing through entirely

different methods of study in order to

fill the gaps in the assimilation of

lessons

36 I have a clear cut idea about the methods

for problem solving

37

I examine the possible consequences

when I resort to problem solving

method

38

Even if different methods fail, I

understand the causes of failure and

goahead

39 I think about the possible difficulties in

problem solving well in advance

40

I sometimes make changes in the

method of problem solving according to

the severity of the problem

Appendix J

ACHIEVEMENT TEST IN BIOLOGY

(Draft Form)

Standard IX Max Time : 60 min

Max Score : 40

<t9iri6u9 38r6flasi} niNLuef Epr\, s\6ULie˙ Epr\, k|as\, diviW[

2v ErKeHfu8uk. 4l|a EcaxYN]6uM 38rM 4SutzM. oaEra EcaxY8inuM

oaEra ma{6\ vItM. 38r6flasi} niNLuef 38rNELaf\ Eyaji6u9

1=rM ErKeHfu8uk.>

1. Ahar8in\ EvHi m4\ jIvikeL A`wyi6u9vey _________________49\

viLi6u9u.

A) prEpaWik]

B) sVEpaWik]

C) eel6[s\

D) mNtEBajik]

2. EpaWkGfkNLi}ni9\ 3O{jM sVt`Æmaku9 `p`kiyyaz\

________________

A) 3pcyM

B) 1pcyM

C) 3}E`prkM

D) 4[eesM `pv{8nM

3. Ekaw`xvY8i}kazeHfu9 pc/niRmu- v{zvs\tuvaz\___________

A) eePE6asiyasi[

B) lYUE6a p|as\4\

C) hritkzM

D) v{SkzM

4. `pkawsMEw|Wz8ilUef 3}HaxiHi6eHfu9 g|UE6asiel oak\sij[

tn\ma`tkLuef E`sat°\

A) jlM

B) oa{ganik\ 1m|N]

C) Co2

D) 1ÆrI=M

%, ^ EcaxYN] taeSt9iri6u9 ci`te8 1fis\Tanma6i 3-taz\. ci`tM

wriyayi nirI=ic/tin\ EwWM 38rM keH8uk.

5. 2lyuef 5t\ Bag8az\ 54vuM kUfut} hritkzM kazeHfu9t\.?

A) wiTilkl

B) paliEsd\ kl

C) eeslM

D) 3privYti

3privYti

paliEsd\ kl

wiTilkl

sMvhnvYUhM

AsYrn`\XM

6. vatkvinimy8in

A) 3privNti

B) AsYrn\`XM

C) paliEsd\ kl

D) sMvhn kl

7. `pkawsMEw|Wz`p`kiyyi} `pkaw G78i} ____________ n

oak\sIkrzvuM ___________n

A) ka{bZeed oak

B) jlM, Co2

C) jlM, NADP

D) NADPH2 ,Co2

8. s\E`famyi} kazeHfu9 s

A) laml|

B) eetlE6ay\d

C) e`P4\ s\trM

D) Ega]gi vs\tu6]

9. taeSt9iri6u9 `gaP

sUciHi6u9u.

vatkvinimy8in\ shayi6u9 BagEmt\.?

kl

`pkawsMEw|Wz`p`kiyyi} `pkaw G78i} ____________ n

sIkrzvuM ___________n\ niErak\sIkrzvuM sMBvi6u9u.

ka{bZeed oak\eesduM jlvuM

E`famyi} kazeHfu9 s\travNtmay EkawMgEmt\.?

d\

tu6]

taeSt9iri6u9 `gaP\, `pkawsMEw|Wz8ie˙ 5t\

`pkawsMEw|Wz`p`kiyyi} `pkaw G78i} ____________ n\

sIkrzvuM sMBvi6u9u.

sVBave8

A) pc/`pkawrw\miyi} `pkawsMEw|WzM tVritgtiyi} nf6u9u.

B) `pkawrw\mikLilu- niRN] `pkawsMEw|Wz `p`kiyey baXi6u9il|.

C) `pkawsMEw|Wz `p`kiyyi} xNwY`pkaw8iel nIl, cuvH\ 49I

`pkawrw\mikLaz\ `pXanmayuM AgirzM ecy/u9t\.

D) ssYN] xNwY `pkaw8iel nIl, cuvH\ niRNeL `ptiPliHi6u9u.

10. 2ruH G78i} ___________ n\ oak\sIkrzvuM _________ n\

niErak\sIkrzvuM sMBvi6u9u.

A) Co2 , jlM

B) jlM, Co2

C) jlM , NADP

D) NADPH2, Co2

11. Ek|aERaPi} b yuef niRemÆ\?

A) nIlkl{9 pc/niRM

B) mQkl{9 pc/niRM

C) mQkl{9 oaR¶\ niRM

D) mQ

12. ______________ shayk v{z8in\ 3xahrzmaz\.

A) saEÆaPi}

B) hritkM a

C) hritkM b

D) hritkM c

13. 5t\ hritkmaz\ `pkawsMEw|Wz `p`kiyyi} Enri7\ pe[fu6u9t\.

A) hritkM d

B) hritkM b

C) hritkM a

D) hritkM c

14. hritk8iel `xavk BagM

A) `gan

B) eetlE6ay\d\

C) s\E`fam

D) laeml|

15. taeS pRyu9 `ps\tavnyi} wriEyt\?

2lk] pc/ niR8i} kazeHfu9u. karzM?

A) hritkM a xYwY`pkaw8ielpc/ `pkawrw\mikeL AgirzM ecy/u9u.

B) pc/ `pkawrw\mik] AgirzM ecy/eHfaet `ptiPli6eHfu9u.

C) hritkM b , pc/, cuvH\, nIl `pkawrw\mikeL AgirzM ecy/u9u.

D) saEÆaPil|uM kEra7inuM pc/ `pkawrw\mikeL AgirzM ecy/u9u.

16. 3z6muÆiri ev-8ili7a} vI{8uvra[ karzM ________ `p`kiyyaz\.

A) 4k\s\oas\Emasis\

B) 4[Edas\Emasis\

C) p|as\Emaeelsis\

D) 1Æ{vYapnM

17. taeS ekafu8iri6u9 `p`kiy 4vief nf6u9u?

` pkawG7M:

A) `gan

B) `s\E`fam

C) Ekaw`xvYM

D) Ekaws\trM

18. `pkaEwa{j\jM AgirzM ecy/aet jIvi6uva[ kSiyu9 jIvik]6\

3xahrzM tireQfu8\ 4Sutuk.

A) 1sE4abak\f{

B) eeREsabiyM

C) s]P{ bak\fIriy

D) mIEtajIns\ bak\fIriy

19. 4k\s\oas\Emasisin\ 3xahrzM tireQfu8\ 4Sutuk.

A) ev-8ili7\ vc/iri6u9 kfl

B) tfikW\zM ev-8ili7a}

C) cuLiQiri6u9 3HumaN

D) 3z6muÆiri ev-8ili7t\

20. 2lkLiEl6\ Co2 3M jlvuM 48iEc/ru9t\ 4Neney9\ sUciHi6u9

EP|aca{7\ pU{8iya6uk.

1ÆrI=M Co2 2l

mS\ jlM eeslM

A) 3privYti

B) AsYrn\`XM

C) EP|ayM

D) EkawBi8i

21. taeS ekafu8iri6u9 prI=z8ilUef puR8\ vru9 vatkEmt\?

A) Co2

B) O2

C) N2

D) H2

22. maMsBu6ukLi} pU{zmayuM vikasM `papic/i7u-tuM 49a}

mnuWYni} 1`tE8aLM vikasM `papic/i7il|a8tumay pEl|t\.?

A) Eka©l|\

B) 3LiHl|\

C) cv{SkM

D) 1`gcv{zkM

pl|ie˙ GfnsUciHi6u9 ci`tmaz\ cuvef ekafu8iri6u9t\.

ci`t8ie˙ 1fis\Tan8i} @#,@$ EcaxYN]6u- 38rM keH8uk.

23. pl|inu EvH EpaWzM lBYma6u9t\ ________Az\.

A) xÆgLM

B) p]H\

C) ed[e4y\[

D) xÆmkufM

24. pl|\ ni{0ic/iri6u9 vs\tuEvt\ ?

A) sim˙\

B) ed[e4y\[

C) 2nam}

D) xÆgLM

25. Pa4I AsiduM g|isERaLuM Ec{9\____________rUpeHfu9u.

A) 19jM

B) maMsYM

C) ekaSuH\

D) g|UE6as\

2nam}

p]H\ ed[ee4[

sim˙M

rk\t6uS} nadi

xÆmkufM

xÆmUlM

26. 3minIr\, seelvRi 1miEls\, kr] : _______

A) E`pa7iEys\

B) epp\si[

C) pi8rsM

D) `fip\si[

27. t6aLiy\6\ niRM n}ku9 v{zvs\tuEvt\?

A) saEÆaPi}

B) kEra7i[

C) eePE6asiyani[

D) eePE6a4Ri`ti[

28. B=zpxa{TNLi} 1fNiyiri6u9 jle8 AgirzM ecy/u9

xhnvYvs\Tyuef BagM

A) ecRukuf}

B) v[kuf}

C) Ag\Eny`gn\Ti

D) AmawyM

29. B=zpxa{TNLi} 1fNiyiri6u9 sUW\mazu6eL nwiHi6u9

3minIriel GfkEmt\?

A) seelvRi 1miEls\

B) eelEsaeesM

C) epp\4iEds\

D) eehE`daEk|aRik\ Asid\

30. vayi}evc/\ Ahar8in\ sMBvi6u9 xhnmaz\ ________

A) ya`ÆikxhnM

B) rasikxhnM

C) ya`ÆikvuM rasikvuM

D) 2eta9uml|

31. 19naL8ie˙ trMgrUp8ilu- clnmaz\ __________

A) sIliyRi clnN]

B) P|jl| clnN]

C) epris\4a]sis\

D) 2veya9uml|

32. taeS t9iri6u9 ci`t8i} sb\ligYu} 3minI{ `gn\Tiyuef s\TanM

keH8uk

A) BagM !

B) BagM @

C) BagM !3M @ 3M

D) mU9aM BagM

33. mnuWYniel punru}H8iEwWiyu- 5k 1vyvM

A) kr]

B) eRk\4M

C) wVasEkawM

D) Ag\Eny`gn\Ti

34. EP|a ca{7\ pU{8iya6uk

`gn\Ti xhnrsM 4[eesM X{0M

ecRukufliel

`gn\Ti

AmawyrsM epp\ee4dien

1miEnaAsida6i

ma4u9u

A) liEps\

B) E`pa7iEys\

C) epp\4iEds\

D) eedsa6eRd\s\\

35. eRnie˙ 3}HaxnM 54vuM kUfut} kazeHfu9t\ 5t\ G78ilaz\?

A) balYkalM

B) kOmarM

C) yOv/nM

D) va{¤kYM

36. wiwirkal8\ 2lkLi} mQniR8in\ karzmay v{zvs\tuEvt\?

A) eePE6aeesni[

B) kEra7i[

C) lYU7i[

D) hritkM bi

37. sUrY`pkaw8iel gtiEka{j\je8 raEsa{jma6i sMBri6u9t\

______laz\

A) 19jM

B) maMsYM

C) ekaSuH\

D) Pa4\

38. taeSekafu8iri6u9vyi} e4w\cik`pv{8nEmt\?

A) 3minIrie˙ 3}HaxnM

B) viSuN}

C) epris\4a]sis\

D) Amawyrs8ie˙ 3}HaxnM

39. E`pa7iEys\ 5t\?

A) `fip\si[

B) fyli[

C) pi8M

D) eRni[

40. taeSekafu8iri6u9vyi} Amawy8iel xhn8in\ AvwYmil|a8

sahcrYM

A) =arsVBavM

B) ya`ÆikxhnM

C) E`pa7iEysis\

D) 1m|sVBavM

41. 1eejviksMyuk\tNLuef oak\sIkrz8ilUef AharM ni{0i6u9

jIvi?

A) rassMEw|Wzbak\fIriy prEpaWik]

B) eel6[s\

C) rassMEw|Wzbak\fIriy sVEpaWik]

D) eemE6aeeRs

42. BUkaz\dNLi} g|UE6asien __________ A6iyaz\ sMBri6u9t\.

A) ekaSuH\

B) `Pk\Efas\

C) 19jM

D) galk\Efas\

43. tuf{c/yayi tuzi kSukuE©a] virluk] cuLiyu9t\ ____________

`p`kiymUlmaz\?

A) 1Æ{vYapnM

B) ApanM

C) 4[Edas\Emasis\

D) 4k\s\oas\Emasis\

44. EvrukLilUefyu- jl8ie˙ AgirzM saXYmaku9t\

______________s\trM mUlmaz\?

A) tarYs\trM

B) 1{¤tarYs\trM

C) 1tarYs\trM

D) mYxuls\trM

45. ku7ikLuef AharrItiyi} pa} oru AvwYGfkmaz\. karzM pa} oru

______B=zmaz\.

A) XaraLM ekaSuH\ 1fNiy B=zM

B) pU{zaharmaz\

C) vi4aminuk] 1fNiyB=zM

D) smIkNtaharmaz\

46. taeS t9iri6u9 AharrItiyi} 54vuM nl|t\ 5t\?

A) 2Rc/i, evS, pa}, EcaR\

B) 1viy}, mI[, sa©a{, Epr6, EcaR\

C) kr], pa}, evS, e`bd\, Et[

D) eetr\, mI[, mu7, 2Rc/I, EcaR\

taeSt9iri6u9ti} nf6u9`pv{8nEmt\?

47. rasvs\tu6Luef 3pEyagM ssYNLuef naw8in\ karzmaku9u

A) 4[Edas\Emasis\

B) 4k\s\oas\Emasis\

C) EkawwVsnM

D) EPaE7aeelsis\

48. EvrukLi} `pkawsMEw|WzM nf6u9il|. karzM

A) Evruk]6\ Co2 vien AgirzM ecy/uva[ saXi6u9il|

B) EvrukLi} hritk8ie˙ 1BavM

C) Evruk]6\ EvH`t sUrY`pkawM lBi6u9il|.

D) Evruk]6\ `pkaEwa{jM AgirzM ecy/uva[ saXi6u9il|

49. ra`tikLi} muRi6u-i} ssYNeL sU=i6u9t\ nl|tl|.

4ÆuekaeH9a}

A) ra`ti kalNLi} EkawwVsn8ilUef XaraLM oak\sij[ puR8\

vifu9u.

B) ra`ti kalNLi} EkawwVsn8ilUef Co2 1Lv\ v{¤i6u9u.

C) ra`ti kalNLi} EkawwVsnPlmayi mIET[ puR8\ vru9u.

D) ra`ti kalNLi} EkawwVsnPlmayi yURiy puR8\ vru9u.

50. taeS t9iri6u9vyi} oru oa6\ mr8ie˙ vL{c/a Etatin\ nixanemÆ\?

A) 3W\zkal8\ EkawwVsnM v{¤i6u9tina} vL{c/a nir6\ 3yru9u.

B) tzuH\ kal8\ `pkawsMEw|WzPlmayuHay 19jM ma4M vru8aet

3pEyagi6u9tina} vL{c/a nir6\ 3yru9u.

C) 3W\zkal8\ ssYN] kuRc/\ 19jM ma`tM ni{0i6u9tina}

vL{c/anir6\ 3yru9u.

D) XaraLM 19jM ni{0i6u9tina} vL{c/a nir6\ 3yru9u.

51. ssYN] vLru9tin\ g|UE6asien ________ A6i maE4HtuH\.

A) maMsYM, esl|uElas\, ekaSuH\\

B) 19jM, suE`kas\, ekaSuH\

C) hritkM

D) ev-vuM Co2

52. taeS t9iri6u9 EkawN] 1vyuef X{08in\ vLeryXikM

1nuEyajYmaz\.

4Æ\ `pEtYktyaz\ vYk\tma6u9t\, 4Æaz\ 2O EkawNLuef `pXan

X{0M.

A) XaraLM hritkN] vatk vinimyM saXYma6u9u.

B) `pkawsMEw|Wz`p`kiyy\6\ AvwYmay 3pritl vis\tI{zM

v{¤iHi6u9u

C) EkawN] kUfut} xYDml|a8rItiyi} `kmIkric/iri6u9u

D) `pkawM AgirzM ecy/u9tin\ XaraLM hritkzN]

53. oru ss\tni B=zM kSi6uE©a] wVasnaLM 1fQiri6uva[

shayi6u9 1vyvmaz\ ______________

A) 19naLM

B) EsaP\4\pEl4\

C) 3Sa6\

D) `gsni

54. krLie˙ X{0ml|a8t\ 5t\?

A) g|Ue6asien eeg|E6ajna6i ma4u9u

B) eeg|E6ajen g|UE6asa6i ma4u9u

C) pxa{t\TNLiel viWaMwM 2l|ata6u9u

D) Em}HRQveyl|aM krLie˙ X{0maz\

55. kryiel ssYNLi} wiTil kl mukLiluM paliEsd\ kl taeSyuM

Aez[i} 1t\ `pkawsMEw|Wz`p`kiyey 4Nen baXi6u9u?

A) `pkawsMEw|Wz8ie˙ Etat\ v{¤iHi6u9u

B) `pkawsMEw|Wz8ie˙ Etat\ kuRyu9u

C) vatkvinimy Etat\ v{¤iHi6u9u

D) EkawwVsnM v{¤i6u9u

56. Ag\Eny`gn\Ti v[kuflie˙ AxYBagE8y\6\ tuR6eH7a} 1t\

xhn`p`kiyey 4Nen baXi6u9u?

A) xhn8ie˙ Etat\ v{¤i6u9u

B) Bagikmay xhnvuM sVMwIkrzvuM

C) xhnM sMBvi6u9il|

D) jl8ie˙ AgirzM v{¤i6u9u

57. mnuWYniel pl|ie˙ `kmIkrzM mSiryiel 5t\ 1vyv8ie˙

`pv{8nvumayi X{0prmayi bn\XeH7iri6u9u.?

A) kuf}

B) `gsni

C) 19m{�i

D) AmawyM

58. B=zM kSic/\ 1}Hsmy8in\ EwWM nUR\ mI4{ oafukyaez[i}

wrIr8iel 5t\ Bag8\ sMBric/iri6u9 ekaSuHaz\ 3pEyageHfu8u9t\?

A) EpwikLilu- eeg|E6aj[

B) EpwikLilu- maMsYM

C) krLi} sMBric/iri6u9 ekaSuH\

D) 1diEHas\ klkLi} sMBric/iri6u9 ekaSuH\

59. 1zubaXmUlM pi8awyM muRic/\ ma4iy oruvYk\ti 5t\

EpaWkGfk8ie˙ 3pEyag8ilaz\ `kmIkrzM nfE8Ht\?

A) 19jM

B) maMsYM

C) ekaSuH\

D) p¶sar

60. taeS ekafu8iri6u9 1vs\Ty\6\ karzemÆ\?

A) eR4iEnaLie˙ 1prYap\tt

B) 1s\Eka{bik\ Asidie˙ 1prYap\tt

C) g|UE6asie˙ 1miEta}HaxnM

D) maMsY8ie˙ 1prYap\tt

Appendix K

ACHIEVEMENT TEST IN BIOLOGY – Draft Form

Max. Time : 60min

Standard IX Max. Scores : 60

(Fill in your name, class, division and school on the answer sheet provided. Attempt

all questions. Each question carries 1 score .Write the letter that matches your answer

on the answer sheet provided)

1. The organism which depends on other organisms for their food is known as

A. Heterotrophs

B. Autotrophs

C. Lichens

D. Saprophytes

2. The process of release of energy from food nutrients is a ………. activity

A. Anabolic

B. Catabolic

C. Catalytic

D. Enzymatic

3. Name the green plastid seen in cytoplasm

A. Phycocyanin

B. Leucoplast

C. Chloroplast

D. Chromoplast

4. The oxygen molecule in glucose formed during photosynthesis comes from

A. Water

B. Organic acids

C. Co2

D. Atmosphere

Question 5 & 6 refers to the diagram given below which shows the longitudinal

section of leaf

5. Which tissue of leaf contains large amount of chloroplast ?

A. Spongy Tissue

B. Palisade Tissue

C. Xylem

D. Epidermal Tissue

6. Which structure helps in the exchange of gases

A. Waxy Cuticle

B. Stoma

C. Mesophyll

D. Palisade

7. During light phase of photosynthesis ………. is oxidized and ………….. is

reduced

A. Co2 and water

B. Water and Co2

C. Water and NADP

D. NADPH2 and Co2

8. Name the membrane bound saclike structure seen in the stroma

A. Lamella

B. Thylakoid

C. Fret membrane

D. Golgibodi

9. What feature of photosynthesis does the graph below show

A. Plants photosynthesis is

B. Photosynthesis is unaffected by the colour of light to which plants are

exposed

C. The most important colours of light for photosynthesis are blue and red

D. Plants are best at reflecting red and blue light

10. During dark phase of photosynt

is reduced

A. Co2 and water

B. Water and Co

C. Water and NADP

D. NADPH2 and Co

11. What is the colour of chlorophyll b molecules?

A. Bluish green

B. Yellowish green

C. Yellowish orange

D. Yellow

Name the membrane bound saclike structure seen in the stroma

Fret membrane

What feature of photosynthesis does the graph below show

Plants photosynthesis is fastest in green light

Photosynthesis is unaffected by the colour of light to which plants are

The most important colours of light for photosynthesis are blue and red

Plants are best at reflecting red and blue light

During dark phase of photosynthesis ……………… is oxidised and ……….

and water

2

Water and NADP

and Co2

What is the colour of chlorophyll b molecules?

Yellowish green

Yellowish orange



hesis ……………… is oxidised and ……….

12. ……………. is an example of accessory pigment

A. Xanthophyll

B. Chlorophyll a

C. Chlorophyll b

D. Chlorophyll c

13. Which chlorophyll pigment is directly involved in photosynthesis ?

A. Chlorophyll d

B. Chlorophyll b

C. Chlorophyll a

D. Chlorophyll c

14. The liquid part of chloroplast is

A. Grana

B. Thylakoid

C. Stroma

D. Lamella

15. Which of the following statement is correct

Leaves appear green in colour because

A. Chlorophyll a absorbs green light rays of visible spectrum

B. Green light rays not absorbing but reflecting

C. Chloroplast b absorbs green, red, blue light rays

D. Xanthophyll and carotine absorbs green light

16. Swelling of raisins when immersed in water is due to

A. Exosmosis

B. Endosmosis

C. Plasmolysis

D. Diffusion

17. Mention the reaction centre of the following

Light reaction ………

A. Grana

B. Stroma

C. Cytoplasm

D. Cell memberane

18. Choose the right example of the living organism which do not take energy

from the sun to live

A. Azotobacter

B. Rhizobium

C. Sulpur bacteria

D. Methogenous bacteria

19. Choose the right example of exosmosis ?

A. Swelling of bengal gram when immersed in water

B. Wooden piece dipped in water

C. Shrinking of mangoes immersed in saltwater

D. Swelling of raisins immersed in water

20. Complete the following flowchart

Atmosphere Co2 leaves

Soil water

A. Cuticle

B. Stomata

C. Phloem

D. Cell wall

21. Examine the following experimental set up and write which gas is evolved

during this experiment

Xylem

A. Co2

B. O2

C. N2

D. H2

22. Name the teeth which are fully developed on carnivores and not that much

developed in human beings

A. Canines

B. Incisors

C. Molars

D. Premolars

Answer the questions 23rd

and 24th

based on the section of human teeth given below

23. Which structure given nourishment to human teeth ?

A. Neck

B. Pulp cavity

C. Dentine

D. Crown

24. What is tooth made of ?

A. Cement

B. Dentine

C. Enamel

D. Neck

25. Which nutrient factor is formed by the combination of fatty acid and glycerol

A. Carbohydrate

B. Protein

C. Lipid

D. Glucose

26. Complete the following

Salvia : Salivary Amylase, Liver : …………..

A. Protease

B. Pepsin

C. Bile

D. Trypsin

27. Which pigment is responsible for the colour of tomato

A. Xanthophyll

B. Carotene

C. Phycocyanin

D. Phycoerythrin

28. Which part of the alimentary canal absorbs water from food particles

A. Small intestine

B. Large intestine

C. Pancreas

D. Stomach

29. Name the salivary enzyme which destroys microorganism in food particle

A. Ptyalin

B. Lysozyme

C. Peptidase

D. HCL

30. Which type of digestion occurs in mouth ?

A. Mechanical

B. Chemical

C. Both Mechanical and chemical

D. None of the above

31. Name the wave like action of muscles of oesophagus which helps in the

passage of food particles

A. Ciliary movement

B. Flagellate movement

C. Peristaltic movement


32. Locate the sublingual salivary gland in the following diagram

A. Structure 1

B. Structure 2

C. Structure 1 and 2

D. Structure 3

33. ……….. is the only organ in the human body that is capable of regeneration

A. Liver

B. Rectum

C. Lungs

D. Pancreas

34. Complete the following flow chart

Gland Gastric Juice Enzyme Function

Intestinal gland Intestinal Juice Converts peptides

to aminoacids

A. Lipase

B. Protease

C. Peptidase

D. Disaccharides

35. In which development stage production of renin is maximum

A. Childhood

B. Adolescence

C. Adult hood

D. Late Adulthood

36. Which pigment is responsible for the yellow colour of autumn leaves

A. Phycocyanin

B. Lutein

C. Chlorophyll b

D. Carotene

37. The kinetic energy of sunlight is transformed into chemical energy and stored

in

A. Carbohydrate

B. Protein

C. Lipid

D. Fat

38. Which of the following is a voluntary action

A. Salivation

B. Swallowing

C. Persitalsis

D. Secretion of gastric juice

39. Out of the following which is a protease ?

A. Trypsin

B. Ptyaline

C. Bile

D. Renin

40. From the choices given below choose that which is not a condition required

for digestion in stomach

A. Alkaline Medium

B. Mechanical churning

C. Proteases

D. Acidic Medium

41. …………….. organism prepare food by the oxidation of inorganic compounds

A. Chemosynthetic heterotrophs

B. Lichens

C. Chemosynthetic autotrophs

D. Mycorrhiza

42. Glucose is converted into ………. before it is stored in tuberous roots

A. Lipids

B. Fructose

C. Starch

D. Galactose

43. Wrinkling of fingers after continuous washing of cloths is an example of ……

A. Diffusion

B. Imbibition

C. Endosmosis

D. Exosmosis

44. Absorpotion of water through root hair is possible because its memberane is a

A. Permeable memberane

B. Semipermeable memberane

C. Nonpermeable memberane

D. Soft memberane

45. Milk should be included in the diet of children because milk is a

A. High fat food

B. Complete food

C. Source of vitamins

D. Balanced food

46. Look at the four types of dietary habits given below which is better ?

A. Meat, ghee, milk, rice

B. Aviyal, fish, sambar, guava, rice

C. Liver, milk, butter, bread, honey

D. Curd, fish, egg, meat, rice

Choose the reactions that takes place in the following example

47. Plants get damaged due to application of chemical fertilizers

A. Endosmosis

B. Exosmosis

C. Photorespiration

D. Photolysis

48. Photosynthesis not at all possible in the roots because

A. Root can’t absorb Co2 directly

B. In root there is no chloroplast

C. In root there is no sunlight

D. Root can’t absorb sunlight

49. It is not advisable to keep plants in the bedroom during night, because

A. During night due to respiration amount of CO2 increases.

B. During night due to respiration amount of O2 increases

C. During night due to respiration plants release Methane

D. During night due to respiration plants release urea

50. Which of the following is true about the mass of a growing oak tree over time

A. Mass rises in the summer because respiration is faster in warm conditions

B. Mass falls in the winter because carbohydrates made by photosynthesis are

used but not replaced

C. In the summer the mass rises because the plant makes less carbohydrate

than it uses in respiration

D. In the summer the mass rises because the plant makes more carbohydrate

than it uses in respiration

51. In order to help plant grow glucose is converted into

A. Proteins and cellulose and lipids

B. Starch and sucrose and fat

C. Chlorophyll

D. Water and carbon dioxide

52. The cells below are highly specialised for their function.

What specialisation is visible and what is the principal function of the cells?

A. Many chloroplasts for gas exchange

B. Large surface area for photosynthesis

C. Cells are loosely arranged

D. Many chloroplast for light absorption

53. When a mammal swallows, the nasal cavities are closed by the

A. Oesophagus

B. Soft palate

C. Epiglottis

D. Glottis

54. Which of the following is not the function of liver

A. Convert glucose to glycogen

B. Convert glycogen to glucose

C. Detoxify poisonous substances

D. All the above are the functions of liver

55. In a terrestrial plant if the spongy tissues are on the upperside and palisade on

the lower side what will be the effect of this condition?

A. Rate of photosynthesis increases

B. Rate of photosynthesis reduces

C. Gaseous exchange increases

D. Rate of respiration increases

56. If the pancreatic duct opens at the beginning of the large intestine, how does it

affect the digestive process

A. Rate of digestion is maximum

B. Partial digestion and absorption

C. No digestion

D. Rate of water absorption increases

57. Our oral cavity with its dentition is functionally analogous to an earthworms

A. Intestine

B. Pharynx

C. Gizzard

D. Stomach

58. If you were to sprint 100m a few hours after lunch, which stored fat would

you probably tap

A. Muscle glycogen

B. Muscles proteins

C. Fat stored in the liver

D. Fat stored in the adipose tissue

59. After surgical removal of an infected gall bladder a person must be specially

careful to restrict his/her dietary intake of

A. Starch

B. Protien

C. Fat

D. Sugar

60.

What is the reason behind the above condition?

A. Deficiency of Retinol

B. Deficiency of Ascorbic acid

C. Increased production of Glucose

D. Deficiency of Proteins

Appendix L

SCORING KEY

Draft form of Achievement test in Biology

Qn No. Answer

1 A

2 B

3 C

4 B

5 B

6 B

7 C

8 B

9 C

10 D

11 B

12 A

13 C

14 C

15 B

16 B

17 A

18 A

19 C

20 B

21 B

22 A

23 B

24 C

25 C

26 C

27 B

28 B

29 B

30 C

31 C

32 D

33 A

34 C

35 A

36 B

37 A

38 B

39 A

40 A

41 C

42 C

43 D

44 B

45 B

46 B

47 B

48 B

49 B

50 B

51 A

52 D

53 C

54 D

55 B

56 B

57 C

58 A

59 C

60 D

Appendix M

Achievement Test- Difficulty Index and Discriminating Power

Qn No Difficulty Index

DI = U + L

2N

Discrimination Power

DP = U – L

N

1 * 0.71 0.55

2 * 0.59 0.60

3 0.28 0.32

4 0.46 0.38

5 * 0.62 0.58

6 * 0.54 0.64

7 0.33 0.16

8 0.21 0.10

9 * 0.49 0.72

10 * 0.45 0.79

11 0.19 0.05

12 0.44 0.17

13 0.49 0.39

14 * 0.47 0.74

15 0.15 0.02

16 0.43 0.41

17 * 0.49 0.54

18 * 0.63 0.68

19 0.37 0.46

20 * 0.56 0.56

21 * 0.49 0.59

22 0.45 0.33

23 * 0.55 0.55

24 * 0.51 0.54

25 * 0.59 0.46

26 * 0.56 0.58

27 0.42 0.58

28 0.45 0.33

29 0.39 0.46

30 * 0.62 0.55

31 0.22 0.24

32 * 0.52 0.73

33 * 0.57 0.68

34 * 0.42 0.63

35 * 0.51 0.46

36 0.26 0.34

37 * 0.71 0.56

38 * 0.63 0.55

39 * 0.59 0.47

40 * 0.48 0.49

41 0.33 0.46

42 * 0.44 0.58

43 0.43 0.17

44 0.28 0.27

45 * 0.49 0.49

46 * 0.50 0.48

47 * 0.47 0.77

48 * 0.61 0.63

49 * 0.54 0.77

50 0.42 0.36

51 *0.49 0.49

52 * 0.49 0.62

53 * 0.48 0.72

54 * 0.48 0.79

55 * 0.48 0.69

56 * 0.57 0.67

57 * 0.47 0.44

58 * 0.57 0.63

59 * 0.61 0.63

60 * 0.44 0.52

* Item selected

Appendix N





Max Score : 40

epatu ni{E�wN] :epatu ni{E�wN] :epatu ni{E�wN] :epatu ni{E�wN] :

ni{E�wM ki7u9tuver bu6\el4\ tuR6rut\.

� t9iri6u9 38r6flasi} niNLuef Epr\, s\6ULie˙ Epr\, k|as\,

diviW[ 2v ErKeHfu8uk.

� niNLuef 38rN] 38r6flasi}ma`tM 4Sutuk.

� 4l|a EcaxYN]6uM 38rM 4SutzM.

� Aek $) EcaxYNLazu-t\.

� 38rNLi} 54vuM Eyajic/t\ tireQfu6uk.

� oaEra EcaxY8inuM oru8rM ma`tM ErKeHfu8uk.

� et4ay 38rN]6\ ma{6\ kuRy\6u9tl|.

� oaEra EcaxY8inuM oaEra ma{6\ vItmazu-t\.

� 38r6flasi} niNLuef 38rNELaf\ Eyaji6u9 2Mg|IW\ 1=rM

ErKeHfu8uk.

� et4uk] pU{zmayuM tufc/\ ma4uk

� oaEra EcaxY8iEnafuM kUfi t9iri6u9 ni{E�wN] pU{zmayuM

vayic/tinuEwWM ma`tM 38rM 4Sutuk.

1. Ahar8in\ EvHi m4\ jIvikeL A`wyi6u9vey _________________49\

viLi6u9u.

A) prEpaWik]

B) sVEpaWik]

C) eel6[s\

D) mYtEBajik]

2. EpaWkGfkNLi}ni9\ 3O{jM sVt`Æmaku9 `p`kiyyaz\

________________

A) 3pcyM

B) 1pcyM

C) 3}E`prkM

D) 4[eesM `pv{8nM

#,$ EcaxYN] taeSt9iri6u9 ci`te8 1fis\Tanma6i 3-taz\. ci`tM

wriyayi nirI=ic/tin\ EwWM 38rM keH8uk.

3privYti

paliEsd\ kl

wiTilkl

sMvhnvYUhM

AsYrn`\XM

3. 2lyuef 5t\ Bag8az

A) wiTilkl

B) paliEsd\ kl

C) eeslM

D) 3privNti

4. vatkvinimy8in

A) 3privNti

B) AsYrn\`XM

C) paliEsd\ kl

D) sMvhn kl

5. taeSt9iri6u9 `gaP

sUciHi6u9u.

A) pc/`pkawrw\miyi} `pkawsMEw|WzM tVritgtiyi} nf6u9u.

B) `pkawrw\mikLilu

C)`pkawsMEw|Wz `p`kiyyi} xYwY`pkaw8iel nIl, cuvH

`pkawrw\mikLaz

D) ssYN] xYwY `pkaw8iel nIl, cuvH

Bag8az\ 54vuM kUfut} hritkzM kazeHfu9t

kl

vatkvinimy8in\ shayi6u9 BagEmt\.?

kl

taeSt9iri6u9 `gaP\, `pkawsMEw|Wz8ie˙ 5t\

miyi} `pkawsMEw|WzM tVritgtiyi} nf6u9u.

mikLilu- niRN] `pkawsMEw|Wz `p`kiyey baXi6u9il|.

`pkawsMEw|Wz `p`kiyyi} xYwY`pkaw8iel nIl, cuvH

mikLaz\ `pXanmayuM AgirzM ecy/u9t\.

ssYN] xYwY `pkaw8iel nIl, cuvH\ niRNeL `ptiPliHi6u9u.

54vuM kUfut} hritkzM kazeHfu9t\.?

sVBave8

miyi} `pkawsMEw|WzM tVritgtiyi} nf6u9u.

niRN] `pkawsMEw|Wz `p`kiyey baXi6u9il|.

`pkawsMEw|Wz `p`kiyyi} xYwY`pkaw8iel nIl, cuvH\ 49I

niRNeL `ptiPliHi6u9u.

6. 2ruH G78i} ___________ n\ oak\sIkrzvuM _________ n\

niErak\sIkrzvuM sMBvi6u9u.

A) Co2 , jlM

B) jlM, Co2

C) jlM , NADP

D) NADPH2, Co2

7. hritk8iel `xavk BagM

A) `gan

B) eetlE6ay\d\

C) s\E`fam

D) laeml|

8. taeS ekafu8iri6u9 `p`kiy 4vief nf6u9u?

` pkawG7M:

A) `gan

B) `s\E`fam

C) Ekaw`xvYM

D) Ekaws\trM

9. `pkaEwa{j\jM AgirzM ecy/aet jIvi6uva[ kSiyu9 jIvik]6\

3xahrzM tireQfu8\ 4Sutuk.

A) 1sE4abak\f{

B) eeREsabiyM

C) s]P{ bak\fIriy

D) mIEtajIns\ bak\fIriy

10. 2lkLiEl6\ Co2 3M jlvuM 48iEc/ru9t\ 4Neney9\ sUciHi6u9

EP|aca{7\ pU{8iya6uk.

1ÆrI=M Co2 2l

mS\ jlM eeslM

A) 3privYti

B) AsYrn\̀ XM

C) EP|ayM

D) EkawBi8i

11. taeS ekafu8iri6u9 prI=z8ilUef puR8\ vru9 vatkEmt\?

A) Co2

B) O2

C) N2

D) H2

pl|ie˙ GfnsUciHi6u9 ci`tmaz\ cuvef ekafu8iri6u9t\. ci`t8ie˙

1fis\Tan8i} !@, !# EcaxYN]6u- 38rM keH8uk.

12. pl|inu EvH EpaWzM lBYma6u9t\ ________Az\.

A) xÆgLM

B) p]H\

C) ed[e4y\[

D) xÆmkufM

13. pl|\ ni{0ic/iri6u9 vs\tuEvt\ ?

A) sim˙\

B) ed[e4y\[

C) 2nam}

D) xÆgLM

14. Pa4I AsiduM g|isERaLuM Ec{9\____________rUpeHfu9u.

A) 19jM

B) maMsYM

C) ekaSuH\

D) g|UE6as\

2nam}

p]H\ ed[ee4[

sim˙M

rk\t6uS}

nadi

xÆmkufM

xÆmUlM

15. 3minIr\, seelvRi 1miEls\, kr] : _______

A) E`pa7iEys\

B) epp\si[

C) pi8rsM

D) `fip\si[

16. vayi}evc/\ Ahar8in\ sMBvi6u9 xhnmaz\ ________

A) ya`ÆikxhnM

B) rasikxhnM

C) ya`ÆikvuM rasikvuM

D) 2eta9uml|

17. taeS t9iri6u9 ci`t8i} sb\ligYu} 3minI{ `gn\Tiyuef s\TanM

keH8uk

A) BagM !

B) BagM @

C) BagM !3M @ 3M

D) mU9aM BagM

18. mnuWYniel punru}H8iEwWiyu- 5k 1vyvM

A) kr]

B) eRk\4M

C) wVasEkawM

D) Ag\Eny`gn\Ti

19. EP|a ca{7\ pU{8iya6uk

`gn\Ti xhnrsM 4[eesM X{0M

ecRukufliel

`gn\Ti

AmawyrsM epp\ee4dien

1miEnaAsida6i ma4u9u

A) liEps\

B) E`pa7iEys\

C) epp\4iEds\

D) eedsa6eRd\s\\

20. eRnie˙ 3}HaxnM 54vuM kUfut} kazeHfu9t\ 5t\ G78ilaz\?

A) balYkalM

B) kOmarM

C) yOv/nM

D) va{¤kYM

21. sUrY`pkaw8iel gtiEka{j\je8 raEsa{jma6i sMBri6u9t\

______laz\

A) 19jM

B) maMsYM

C) ekaSuH\

D) Pa4\

22. taeSekafu8iri6u9vyi} e4w\cik`pv{8nEmt\?

A) 3minIrie˙ 3}HaxnM

B) viSuN}

C) epris\4a]sis\

D) Amawyrs8ie˙ 3}HaxnM

23. E`pa7iEys\ 5t\?

A) `fip\si[

B) fyli[

C) pi8M

D) eRni[

24. taeSekafu8iri6u9vyi} Amawy8iel xhn8in\ AvwYmil|a8

sahcrYM

A) =arsVBavM

B) ya`ÆikxhnM

C) E`pa7iEysis\

D) 1m|sVBavM

25. BUkaz\dNLi} g|UE6asien __________ A6iyaz\ sMBri6u9t\.

A) ekaSuH\

B) `Pk\Efas\

C) 19jM

D) galk\Efas\

26. ku7ikLuef AharrItiyi} pa} oru AvwYGfkmaz\. karzM pa}

oru ______B=zmaz\.

A) XaraLM ekaSuH\ 1fNiy B=zM

B) pU{zaharmaz\

C) vi4aminuk] 1fNiyB=zM

D) smIkYtaharmaz\

27. taeS t9iri6u9 AharrItiyi} 54vuM nl|t\ 5t\?

A) 2Rc/i, evS, pa}, EcaR\

B) 1viy}, mI[, sa©a{, Epr6, EcaR\

C) kr], pa}, evS, e`bd\, Et[

D) eetr\, mI[, mu7, 2Rc/I, EcaR\

taeSt9iri6u9ti} nf6u9`pv{8nEmt\?

28. rasvs\tu6Luef 3pEyagM ssYNLuef naw8in\ karzmaku9u

A) 4[Edas\Emasis\

B) 4k\s\oas\Emasis\

C) EkawwVsnM

D) EPaE7aeelsis\

29. EvrukLi} `pkawsMEw|WzM nf6u9il|. karzM

A) Evruk]6\ Co2 vien AgirzM ecy/uva[ saXi6u9il|

B) EvrukLi} hritk8ie˙ 1BavM

C) Evruk]6\ EvH`t sUrY`pkawM lBi6u9il|.

D) Evruk]6\ `pkaEwa{jM AgirzM ecy/uva[ saXi6u9il|

30. ra`tikLi} muRi6u-i} ssYNeL sU=i6u9t\ nl|tl|.

4ÆuekaeH9a}

A) ra`ti kalNLi} EkawwVsn8ilUef XaraLM oak\sij[ puR8\

vifu9u.

B) ra`ti kalNLi} EkawwVsn8ilUef Co2 1Lv\ v{¤i6u9u.

C) ra`ti kalNLi} EkawwVsnPlmayi mIET[ puR8\ vru9u.

D) ra`ti kalNLi} EkawwVsnPlmayi yURiy puR8\ vru9u.

31. ssYN] vLru9tin\ g|UE6asien ________ A6i maE4HtuH\.

A) maMsYM, esl|uElas\, ekaSuH\\

B) 19jM, suE`kas\, ekaSuH\

C) hritM

D) ev-vuM Co2

32. taeS t9iri6u9 EkawN] 1vyuef X{08in\ vLeryXikM

1nuEyajYmaz\.

4Æ\ `pEtYktyaz\ vYk\tma6u9t\, 4Æaz\ 2O EkawNLuef `pXan

X{0M.

A) XaraLM hritkN] vatk vinimyM saXYma6u9u.

B) `pkawsMEw|Wz`p`kiyy\6\ AvwYmay 3pritl vis\tI{zM

v{¤iHi6u9u

C) EkawN] kUfut} xYDml|a8rItiyi} `kmIkric/iri6u9u

D) `pkawM AgirzM ecy/u9tin\ XaraLM hritkzN]

33. oru ss\tni B=zM kSi6uE©a] wVasnaLM 1fQiri6uva[

shayi6u9 1vyvmaz\ ______________

A) 19naLM

B) EsaP\4\pEl4\

C) 3Sa6\

D) `gsni

34. krLie˙ X{0ml|a8t\ 5t\?

A) g|UE6asien eeg|E6ajna6i ma4u9u

B) eeg|E6ajen g|UE6asa6i ma4u9u

C) pxa{t\TNLiel viWaMwM 2l|ata6u9u

D) Em}HRQveyl|aM krLie˙ X{0maz\

35. kryiel ssYNLi} wiTil kl mukLiluM paliEsd\ kl taeSyuM

Aez[i} 1t\ `pkawsMEw|Wz`p`kiyey 4Nen baXi6u9u?

A) `pkawsMEw|Wz8ie˙ Etat\ v{¤iHi6u9u

B) `pkawsMEw|Wz8ie˙ Etat\ kuRyu9u

C) vatkvinimy Etat\ v{¤iHi6u9u

D) EkawwVsnM v{¤i6u9u

36. Ag\Eny`gn\Ti v[kuflie˙ AxYBagE8y\6\ tuR6eH7a} 1t\

xhn`p`kiyey 4Nen baXi6u9u?

A) xhn8ie˙ Etat\ v{¤i6u9u

B) Bagikmay xhnvuM sVMwIkrzvuM

C) xhnM sMBvi6u9il|

D) jl8ie˙ AgirzM v{¤i6u9u

37. mnuWYniel pl|ie˙ `kmIkrzM mSiryiel 5t\ 1vyv8ie˙

`pv{8nvumayi X{0prmayi bn\XeH7iri6u9u.

A) kuf}

B) `gsni

C) 19m{�i

D) AmawyM

38. B=zM kSic/\ 1}Hsmy8in\ EwWM nUR\ mI4{ oafukyaez[i}

wrIr8iel 5t\ Bag8\ sMBric/iri6u9 ekaSuHaz\

3pEyageHfu8u9t\?

A) EpwikLilu- eeg|E6aj[.

B) EpwikLilu- maMsYM

C) krLi} sMBric/iri6u9 ekaSuH\

D) 1diEHas\ klkLi} sMBric/iri6u9 ekaSuH\

39. 1zubaXmUlM pi8awyM muRic/\ ma4iy oruvYk\ti 5t\

EpaWkGfk8ie˙ 3pEyag8ilaz\ `kmIkrzM nfE8Ht\?

A) 19jM

B) maMsYM

C) ekaSuH\

D) p¶sar

40. taeS ekafu8iri6u9 1vs\Ty\6\ karzemÆ\?

A) eR4iEnaLie˙ 1prYap\tt

B) 1s\Eka{bik\ Asidie˙ 1prYap\tt

C) g|UE6asie˙ 1miEta}HaxnM

D) maMsY8ie˙ 1prYap\tt

Appendix O





Max Scores : 40

General instructions :

Do not open this booklet until instructed.

� Fill in your name, class, division and school on the answer sheet provided.

� You must record your answers on the Answer sheet

� Attempt all questions

� There are 40 multiple choice questions in total ( 1 – 40)

� Choose the BEST answer from the possible options

� Mark only ONE answer for each question

� Scores are NOT deducted for incorrect answers

� Each question carries 1 score

� On your answer sheet write the letter that matches your answer

� Rub out any mistakes completely

� Answer the questions after reading the directions and instructions related to

each question

1. The organism which depends on other organisms for their food is known as

A. Heterotrophs

B. Autotrophs

C. Lichens

D. Saprophytes

2. The process of release of energy from food nutrients is a ………. Activity

A. Anabolic

B. Catabolic

C. Catalytic

D. Enzymes

Question 3 & 4 refers to the diagram given below which shows the longitudinal

section of leaf

3. Which tissue of leaf contains large amount of chloroplast ?

A. Spongy Tissue

B. Palisade Tissue

C. Xylem

D. Epidermal Tissue

4. Which structure helps in the exchange of gases

A. Waxy Cuticle

B. Stoma

C. Mesophyll

D. Palisade

5. What feature of photosynthesis does the graph below show

A. Plants photosynthesis fastest in green light

B. Photosynthesis is unaffected by the colour of light to which plants are

exposed

C. The most important colours of light for photosynthesis are blue and red

D. Plants are best at reflecting red and blue light

6. During dark phase of photosynthesis ……………… is oxidised and ……….

is reduced

A. Co2 and water

B. Water and Co

C. Water and NADP

D. NADPH2 and Co

7. The liquid part of chloroplast is

A. Grana

B. Thylakoid

C. Stroma

D. Lamella

8. Mention the reaction centre of the following

Light reaction:

A. Grana

B. Stroma

C. Cytoplasm

D. Cell memberane

What feature of photosynthesis does the graph below show

Plants photosynthesis fastest in green light



Plants are best at reflecting red and blue light


and water

2

Water and NADP

and Co2

The liquid part of chloroplast is

Mention the reaction centre of the following

Cell memberane




9. Choose the right example of the living organism which do not take energy

from the sun to live

A. Azotobacter

B. Rhizobium

C. Sulpur bacteria

D. Methogenous bacteria

10. Complete the following flowchart

Atmosphere Co2 leaves

Soil water

A. Cuticle

B. Stomata

C. Phloem

D. Cell wall

11. Examine the following experimental set up and write which gas is evolved

during this experiment

Xylem

A. Co2

B. O2

C. N2

D. H2

Answer the questions 12th

and 13th

based on the section of human teeth given below

12. Which structure given nourishment to human teeth ?

A. Neck

B. Pulp cavity

C. Dentine

D. Crown

13. What is tooth made of ?

A. Cement

B. Dentine

C. Enamel

D. Neck

14. Which nutrient factor is formed by the combination of fatty acid and glycerol

A. Carbohydrate

B. Protein

C. Lipid

D. Glucose

15. Complete the following

Salvia : Salivary Amylase, Liver : …………..

A. Protease

B. Pepsin

C. Bile

D. Trypsin

16. Which type of digestion occurs in mouth ?

A. Mechanical

B. Chemical

C. Both Mechanical and chemical


17. Locate the sublingual salivary gland in the following diagram

A. Structure 1

B. Structure 2

C. Structure 1 and 2

D. Structure 3

18. ……….. is the only organ in the human body that is capable of regeneration

A. Liver

B. Rectum

C. Lungs

D. Pancreas

19. Complete the following flow chart

Gland Gastric Juice Enzyme Function

Intestinal gland Intestinal Juice Converts peptides

to aminoacids

A. Lipase

B. Protease

C. Peptidase

D. Disaccharides

20. In which development stage production of renin is maximum

A. Childhood

B. Adolescence

C. Adult hood

D. Late Adulthood

21. The kinetic energy of sunlight is transformed into chemical energy and stored

in

A. Carbohydrate

B. Protein

C. Lipid

D. Fat

22. Which of the following is a voluntary action

A. Salivation

B. Swallowing

C. Persitalsis

D. Secretion of gastric juice

23. Out of the following which is a protease ?

A. Trypsin

B. Ptyaline

C. Bile

D. Renin

24. From the choices given below choose that which is not a condition required

for digestion in stomach

A. Alkaline Medium

B. Mechanical churning

C. Proteases

D. Acidic Medium

25. Glucose is converted into ………. before it is stored in tuberous roots

A. Lipids

B. Fructose

C. Starch

D. Galactose

26. Milk should be included in the diet of children because milk is a

A. High fat food

B. Complete food

C. Source of vitamins

D. Balanced food

27. Look at the four types of dietary habits given below which is better ?

A. Meat, ghee, milk, rice

B. Aviyal, fish, sambar, guava, rice

C. Liver, milk, butter, bread, honey

D. Curd, fish, egg, meat, rice

Choose the reaction that takes place in the following example

28. Plants get damaged due to application of chemical fertilizers

A. Endosmosis

B. Exosmosis

C. Photorespiration

D. Photolysis

29. Photosynthesis not at all possible in the roots because

A. Root can’t absorb Co2 directly

B. In root there is no chloroplast

C. In root there is no sunlight

D. Root can’t absorb sunlight

30. It is not advisable to keep plants in the bedroom during night, because

A. During night due to respiration amount of O2 increases.

B. During night due to respiration amount of CO2 increases

C. During night due to respiration plants release Methane

D. During night due to respiration plants release urea

31. In order to help plant grow glucose is converted into

A. Proteins and cellulose and lipids

B. Starch and sucrose and fat

C. Chlorophyll

D. Water and carbon dioxide

32. The cells below are highly specialised for their function.

What specialisation is visible and what is the principal function of the cells.

A. Many chloroplasts for gas exchange

B. Large surface area for photosynthesis

C. Cells are loosely arranged

D. Many chloroplast for light absorption

33. When a mammal swallows, the nasal cavities are closed by the

A. Oesophagus

B. Soft palate

C. Epiglottis

D. Glottis

34. Which of the following is not the function of liver ?

A. Convert glucose to glycogen

B. Convert glycogen to glucose

C. Detoxify poisonous substances

D. All the above are the functions of liver

35. In a terrestrial plant if the spongy tissues are on the upperside and palisade on

the lower side what will be the effect of this condition ?

A. Rate of photosynthesis increases

B. Rate of photosynthesis reduces

C. Gaseous exchange increases

D. Rate of respiration increases

36. If the pancreatic duct opens at the beginning of the large intestine, how does it

affect the digestive process ?

A. Rate of digestion is maximum

B. Partial digestion and absorption

C. No digestion

D. Rate of water absorption increases

37. Our oral cavity with its dentition is functionally analogous to an earthworms

A. Intestine

B. Pharynx

C. Gizzard

D. Stomach

38. If you were to sprint 100m a few hours after lunch, which stored fat would

you probably tap

A. Muscle glycogen

B. Muscles proteins

C. Fat stored in the liver

D. Fat stored in the adipose tissue

39. After surgical removal of an infected gall bladder a person must be specially

careful to restrict his/her dietary intake of

A. Starch

B. Protein

C. Fat

D. Sugar

40.

What is the reason behind the above condition?

A. Deficiency of Retinol

B. Deficiency of Ascorbic acid

C. Increased production of Glucose

D. Deficiency of Proteins

Appendix P

SCORING KEY

Achievement test in Biology

Qn No. Answer

1 A

2 B

3 B

4 B

5 C

6 D

7 C

8 A

9 A

10 B

11 B

12 B

13 C

14 C

15 C

16 C

17 D

18 A

19 C

20 A

21 A

22 B

23 A

24 A

25 C

26 B

27 B

28 B

29 B

30 B

31 A

32 D

33 C

34 D

35 B

36 B

37 C

38 A

39 C

40 D

Appendix Q

SCIENCE INTEREST INVENTORY (Malayalam Version)

(Karunakaran, K. & Priya, K.P. 2007)

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B. kTeySutuk

C. sy[s\ dyRi 3Ha6uk

Appendix R

SCIENCE INTEREST INVENTORY (ENGLISH VERSION)

(Karunakaran, K. & Priya, K.P. 2007)

Directions:-

Some statements are given in the next pages, in order to measure the interest

among students to do certain activities. Each item of the inventory consists of three

similar activities. A, B and C which you usually like to do. Imagine that you have full

freedom and proper conditions to do all these activities, You have to select the

activity you like most and mark the corresponding alternative in the answer sheet.

Example:

Look at the following three activities given.

A. Collecting pictures of filmstars

B. Collecting stamps of different countries

C. Collecting and sorting pictures of different birds

Suppose, your choice is collecting sumps of different countries, you can mark the

corresponding alternative to that which is B.

A C

B

I. A] Watching film

B] Observing sky through a telescope

C] Watching drama

2. A] Reading Shakesperian stories

B] Studying the structure of cell with the help of microscope

C] Examining the fundamental rights of Indian Constitution

3. A] Participate in sports

B] Participate in elocution contest.

C] Participate in Science Quiz

4. A] Watching News Channel

B] Watching Discovery Channel

C] Watching Music Channel

5. A] Help to organize a science exhibition

B] Help to organize a handicraft exhibition

C] Help to organize a painting exhibition

6. A] Reading a book about colour lab technology

B] Reading Thullal story books

C] Reading weeklies

7. A] Visiting furniture factory

B] Visiting handloom industry

C] Visiting an Ayurvedic medicine factory

8. A] Listening detective dramas in radio

B] Listening social dramas

C] Listening programmes related to science

9. A] Milking of cow

B] Washing clothes

C] Prepare coconuts for seedlings

10. A] Interview with artists

B] Interview with scientists

C] Making conversation with religious leaders

11. A] Reading biographies of national leaders

B] Reading biographies of artists

C] Reading biographies of scientists

12. A] Making sling

B] Making binocular

C] Making cricket bat

13. A] Visiting Panchayat office

B] Visiting Post office

C] Visiting Rice Research Centre

14. A] Reading Comics

B] Reading film magazines

C] Reading book about cloning

15. A] Taking membership in social service league

B] Taking membership in science club

C] Taking membership in N.C.C

16. A] practice to do experiments with speed and safely

B] Practice to improve handwriting

C] Practice speedy reading

17. A] Watching Television at leisure time

B] Conducting science experiments at leisure time

C] Reading stories at leisure time

18. A] Visiting art gallery

B] Visiting children park

C] Visiting Planetarium

19. A] Doll making

B] Collecting matchbox pictures

C] Making aquarium

20. A] Learning to make solar ovens

B] Learn how to swim

C] Learning cycling

21. A] Flying Kite

B] Learning how to make silk yarn

C] Playing chess

21 A] Learn to stuff animals

B] Training in umbrella making

C] Making of flower garlands

23.A] Getting job as a teacher in school

B] Getting job as a scientist in rocket launching centre

C] Getting job in academy of literature

24. A] Understand about the first person who introduce Malayalam language

B] Understand about the first person who introduce Malayalam dictionary

C] Understand about the first lady space traveller

25. A] Get an idea about the rules and regulations of football

B] Understand about the person who invent telescope

C] Understand about different countries from a map

26. A] Reading books about the competition of cricket

B] Reading autobiography of Mahatma Gandhi

C] Reading books about modem methods of agriculture

27. A] Watching cartoon films

B] Watching pictures which criticize deforestation

C] Watching pictures of Ravivarma

28. A] Collecting informations about fossils

B] Collecting old coins

C] Collecting information about Natya Sasthra

29. A] Watching film stars

B] Get an idea about the function of movie camera

C] Listening film songs

30. A] Participate in cookery class

B] Learn book binding

C] Learn watch repairing

31. A] Watching documentary about the ill effects of pesticides

B] Watching T.V serials

C] Watching English films

32. A] Learn classical music

B] Participate in drama

C] Participate in science debates

33. A] Understand about the first novelist in Malayalam

B] Get an idea about the world’s first test tube baby

C] Understand about the first Indian who win the Nobel Prize in literature.

34. A] Learn the techniques of different first aids

B] Learn to do exercise

C] Learn to do Yogas

35. A] Making clay pots

B] Making model of electric magnet

C] Making sculpture with plaster of paris

36. A] Making garden

B] Making vegetable carving

C] Cleaning plates

37. A] Collecting informations about different models of cars

B] Collecting informations about the prices of different types of cars

C] Learn the function of the engine of a car

38. A] Making toys with coconut leaves

B] Drawing “Kolam' in front of the house

C] Making a model of kidney

39. A] Visiting beach

B] Visiting Rocket launching centre

C] Visiting shopping centre

40. A] Poetry writing

B] Writing story

C] Prepare science diary

Appendix S

SCALE OF ATTITUDE TOWARDS SCIENCE

(Malayalam version)

(Raj, S.S., & George, P.J. 2001)

niNLuef Epr\ .............................................................................<AZku7iÖepZku7i>

vy°\.................s\4a[Ed{d\..............................................................diviW[...................

.s\6ULie˙ Epr\.........................................................s\TlM.....................................................


was\̀ te8 sMbn\Xi6u9 cil `ps\tavnkLaz\ taeS

ekafu8iri6u9t\. 1v oaEra9iEnafuM niN] 4`tma`tM Eyaji6u9u

1Tva viEyaji6u9u 49\ ErKeHfu8uk. oaEra `ps\tavny\6uM

A, B, C, D, E 49iNen 1¶\ 38rN] ekafu8i7uH\. A wk\tiyayi

Eyaji6u9u 49tiEnyuM B Eyaji6u9u 49tiEnyuM C vYk\tmayi

38rmil| 49tiEnyuM D viEyaji6u9u 49tiEnyuM E wk\tiyayi

viEyaji6u9u 49tiEnyuM sUciHi6u9u. oaEra `ps\tavnyuM

vayic/ EwWM niNLuef 38rM 2vyi} 5et[iluM o9i} ( ✓ )

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38rM ErKeHfu8uvU 49 karYM `pEtYkM `w¤i6uk. oru

`ps\tavnyuM vi7ukLyrut\. niNLuef 38rN] gEvWz

sMbn\Xmay karYN]6\ EvHi ma`tM 3pEyagi6u9taz\.

1. was\̀ t8ie˙ En7N] vilmti6anava8taz\. A B C D E

2. mnuWYe˙ puEragti6\ was\`t8ie˙ sMBavn

ecRutl| A B C D E

3. was\̀ tIymayi AyuXN] ni{0ic/tinalaz\

yu¤8ie˙ BIkrt v{¤ic/t\. A B C D E

4. mrz nir6\ kuRy\6uvanu- mru9uk]

kH\ pifi6uva[was\̀ tIygEvWz8in\

kSiQi7uH\. A B C D E

5. was\̀ t viWyN] pFiHi6uva[ m4u

viWyNEL6a] kUfut} smyM ekafu6u9t\

nl|taz\. A B C D E

6. ku7ikLi} was\`t 1vEbaXM 3Ha6uva[

muti}9v{ `w¤iE6Htaz\. A B C D E

7. putiy nwIkrzat\mkmay yuE¤apkrzN]

ni{0i6u9ti} et4il|. A B C D E

8. vahnN] 2l|ayiru9uev[i} 1pkf

mrzNLuef Etat\ kuRyumayiru9u. A B C D E

9. efliviW[ kazu9 ku7ik] pFi88i}

kUfut} `w¤ kazi6u9u. A B C D E

10. kMpYU7{ v9Etaef Ejalisa¤Yt kuRQu. A B C D E

11. ema88i} Ena6iya} was\`t8ie˙

ExaWN] kUfutlaez9\ kazaM. A B C D E

12. sMs\6ar8ie˙ 1fis\TanM was\`tmaez9\

kruEtHtil|. A B C D E

13. viEnax8inutku9 sOkrYNLi} mi6tuM

was\̀ t8ie˙ sMBavnyaz\. A B C D E

14. Axi mnuWY{ 2938 nilyiEl6uyruva[

`pXankarzM was\̀ tmaz\. A B C D E

15. was\̀ tIymay 39ti6\ EvHi raW\`fN]

t0i} m}sri6u9t\ naw8iEl6\

vSievy\6u9u. A B C D E

16. kHupifi8N] nf8u9 was\`tj\qer

1nuEmaxi6u9t\ 1{t\TwUnYmaz\. A B C D E

17. viExwNLilu-vrumayi 4LuH8i}

AwyvinimyM nf8uva[kSiyu9tin\

karzM was\`tmaz\. A B C D E

18. was\̀ tIy prI=zN]6uEvHi

2`tEyeR XnM eclvifu9t\ nl|tl|. A B C D E

19. mnuWYe˙ 3}H8iey6uRic/\ vYk\tmay

nigmn8iel8uva[ was\`t8in\ ori6luM

kSiyil|. A B C D E

20. was\̀ tj\q{ smUh n[my\6\ EvHi

pri`wmi6u9u. A B C D E

21. was\̀ te8 puc\Ci6u9v{ viDikLaz\. A B C D E

22. mi6 `pw\nN]6uM vYk\tmay 38rM

n}kuva[ was\`t8in\ kSiyaRil|. A B C D E

23. ̀pp¶M 4`t viwalmaez9tien6uRic/\ oru

Xarz nmu6\ lBic/t\ was\`t8ilUefyaz\. A B C D E

24. 4y\d\s\, kYa[s{ tufNiy mark EragN]6\

mru9\ kHupifi6uva[ kSiya8t\ was\`t8ie˙

prajymayi kz6a6avu9taz\. A B C D E

25. was\̀ t sMbn\Xmay karYN]6\ ci7yu-tina}

1nÆrPlM mu[kU7i pRyuva[ saXi6u9u. A B C D E

26. karYkarzN] kYtYmayi vivri6uva[

was\̀ tj\q{6\ kSiyaRuH\. A B C D E

27. Ek|aziMg\ s`©xayM was\`t8ie˙ prajymaz\. A B C D E

28. was\̀ tIy prI=zNLiel `pv{8nN]

niy`Æz viEXymaz\. A B C D E

29. ni{zaykmay pl `pw\nN]6uM priharM

ni{Syi6uva[ was\`t8in\ kSiQi7il|. A B C D E

30. was\̀ t8ie˙ vL{c/ murfic/\ tufNiyiri6u9u. A B C D E

Appendix T

SCALE OF ATTITUDE TOWARDS SCIENCE

(English version)

(Raj, S.S., & George, P.J. 2001)

Name………………………………………. (Boy/girl) Age……………………

Standard…………………………………… Division………………………….

Name of school……………………………..Place…………………………….

Directions

Certain statements related to science are given below. You need to mark how far you

agree or disagree with each statement. Against each statement, five, different

responses are given as A, B, C, D and E. A means 'Strongly agree', B means 'Agree',

C means 'No definite answer', D means 'Disagree' and E means 'Strongly disagree.'

After reading each statement you may put a tick mark (✓) against any one response

from A, B, C, D and E. If you cannot clearly agree or disagree with any statement,

then only put a tick mark against the answer C. Do not leave any statement

unanswered. Your responses will be used only for research related matters.

1. The achievements in the field of science

are invaluable. A B C D E

2. The contributions of science towards the

progress of human beings are not less. A B C D E

3. The development of weapons on a

scientific basis has increased the terror

of wars. A B C D E

4. Research in the field of science has

produced medicines which can reduce

death rate. A B C D E

5. It is good to set apart more time to teach

science than other subjects. A B C D E

6. Elders must try to create an awareness

about science in the children. A B C D E

7. It is not wrong to develop destructive

weapons for war. A B C D E

8. If there were no automobiles, the death

rate due to accidents would have decreased.A B C D E

9. Children who watch television give more

attention to their studies. A B C D E

10. With the advent of computers job

opportunities have decreased. A B C D E

11. As a whole the disadvantages of science

are more. A B C D E

12. Science can not be considered as the

basis of civilization. A B C D E

13. Almost all the facilities of entertainment

are the contributions of science. A B C D E

14. Science is the main reason for the uplift of

prehistoric man to the present state. A B C D E

15. The competition between the different

nations for getting supremacy in the field

of science has led to much destruction. A B C D E

16. It is meaningless to congratulate scientists

who make inventions. A B C D E

17. The possibility of easy communication

with the people in the foreign countries is

due to science. A B C D E

18. It is not good to spent too much money for

scientific experiments. A B C D E

19. Science can never reach at a clear

conclusion about the origin of humanbeings. A B C D E

20. Scientists are trying hard for the good of

the society. A B C D E

21. Those who dishonour science are fools. A B C D E

22. Science can not give answer to most of

the problems. A B C D E

23. Science has given us a concept about the

vastness of the universe. A B C D E

24. The inability to find out a cure for harmful

diseases such as aids and cancer may be

treated as a failure of science. A B C D E

25. Science related matters have an order

and hence it is possible to foretell the results.A B C D E

26. Scientist can clearly describe facts and its

causes. A B C D E

27. Cloning method is a failure of science. A B C D E

28. The activities in a scientific experiment

are controllable. A B C D E

29. Science could not give solution to many

crucial problems. A B C D E

30. The growth of science has stunted. A B C D E

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